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Autumn and Change
Welcome to our reflection for Church without Walls
Here are some ideas of how to use these reflections:
Pray that God will lead your thoughts.
Sit comfortably, take a few deep breaths and relax.
Let your mind wander as you read the reflection. Write down your thoughts in a notebook. If you are busy, try and pick out something to take with you in odd moments during the day.
You may wish to memorise the Bible verse. Write it out and stick it up somewhere.
Bible Verse
Jesus Christ is the same yesterday and today and forever.
(Hebrews 13:8)
Reflection
Autumn is a time of changing colours and ultimately dead leaves. There is a beauty in the autumn leaves as they go through different stages of colours. Eventually the tree will be bare until the new shoots start in the spring. Does it feel like that for us now? Rules have changed and may keep changing for a while.
There is uncertainty in the air. Will we see this winter areas of our lives that are bare? No big Christmas celebrations. Christmas stripped of so much we expect. What can you do to make Christmas special this year? It may seem early to think about Christmas, but we need to prepare how we can celebrate it in a different way.
We hope that the spring will bring fewer restrictions. Some parts of our life might never return in the same way. We do not know the future. We do know that Jesus is the same yesterday, today and forever and we cling onto that truth through the dark, cold, winter months. Look for signs of new growth wherever you go. It will bring you hope.
At the moment we are about to experience the beautiful colours of autumn and we do not think of the bare trees that follow. You may wish to collect some autumn leaves and make an arrangement with them. This autumn and winter appreciate and thank God for every small excitement without looking too far ahead.
You may find it helpful to look back and name changes you have seen in your life these last few months whether sad or happy. Accept them for what they were or still are.
Jerica Davies | web | https://www.emmanuelcroydon.org.uk/app/uploads/2020/09/Reflection-Autumn-2020-Sep-27.pdf | 0.427061 | {
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Safety Data Sheet TG 3134
A global vision of prevention
2. Hazard identification
Summary
Avoid all contact with the skin, eyes and clothing. Do not breathe vapours, mists or aerosols. Do not ingest. If medical advice is needed, have this SDS or label at hand. Wear eye protection, gloves and other protective clothing that are adapted to the task being performed and the risks involved.
WHMIS 2015/GHS/OSHA HCS 2012
Skin corrosion/irritation (Category 2)
Serious eye damage/eye irritation (Category 1)
DANGER
H318: Causes serious eye damage
H315: Causes skin irritation
P264: Wash face, hands and any exposed skin thoroughly after handling.
P280: Wear protective gloves, protective clothing and eye protection.
P302+352: IF ON SKIN: Wash with plenty of water and soap.
P332+313: If skin irritation occurs: Get medical advice or attention.
P305+351+338: IF IN EYES: Rinse continuously with water for several minutes. Remove contact lenses if present and easy to do. Continue rinsing.
P310: Immediately call a physician.
P362+364: Take off contaminated clothing and wash before reuse.
P501: Dispose of contents and container to a licensed chemical disposal agency in accordance with local, regional and national regulations.
Other
media
Health
Eye
Skin
Feet a full face respirator mask with organic vapour cartridges and P100 filters.
Wear rubber boots to clean up a spill.
Goggles
Nitrile gloves
9. Physical and chemical properties
pH
10. Stability and reactivity
toxicity effects
Other
13. Disposal considerations
Container
Important! Prevent waste generation. Use in full. DO NOT dispose residue in sewers, streams or drinking water supply. Triple rinse empty container (or equivalent) promptly after emptying and offer for reconditioning if appropriate. Empty the rinse water into a mix tank or store it for later use or disposal. Dispose via a licensed waste disposal contractor. Observe all federal, state/provincial and municipal regulations. If necessary consult the Department of Environment or the relevant authorities.
14. Transport information
UN Number
UN N/A
UN Proper Shipping Name
Not regulated by TDG (Canada) and 49 CFR DOT (USA).
Environmental hazards
This material does not contain marine pollutant.
Special precautions for user
No information available for this product.
TDG - Transportation of Dangerous Goods (Canada & US DOT)
Transport hazard class(es)
Not regulated
Packing group
Not regulated
Emergency response guidebook 2016
IMO/IMDG - International Maritime Transport
Classification
IATA - International Air Transport Association
Classification
These transportation classifications are provided as a customer service. As the shipper YOU remain responsible for complying with all applicable laws and regulations, including proper transportation classification and packaging. In addition, if a domestic exemption exists, it is the responsibility of the shipper to define the application of it.
15. Regulatory information
CANADA
- CEPA: List of Toxic Substances Managed Under Canadian Environmental Protection Act
- DSL: Domestic Substances List Inventory
- NDSL: Non-Domestic Substances List Inventory
- NPRI: National Pollutant Release Inventory Substances
UNITED STATE OF AMERICA
Purified tannins extracted from cultivated
trees
Sodium hydroxide
1310-73-2
X
X
- TSCA: Toxic Substance Control Act
- CERCLA: Comprehensive Environmental Response, Compensation, and Liability Act list of hazardous substances
- EPCRA 313: Emergency Planning and Community Right-to-Know Act, Section 313 Toxic Chemicals
- EPCRA 302/304: Emergency Planning and Community Right-to-Know Act, Section 302/304 Extremely Hazardous Substances
- CAA 112(b) HON: Clean Air Act - Hazardous Organic National Emission Standard for Hazardous Air Pollutant
- CAA 112(b) HAP: Clean Air Act - Hazardous Air Pollutants lists pollutants
- CAA 112(r): Clean Air Act - Regulated Chemicals for Accidental Release Prevention
- CWA 311: Clean Water Act - List of Hazardous Substances
- CWA Priority: Clean Water Act - Priority Pollutant list
California Proposition 65
No ingredients listed.
Other regulations
HMIS
NFPA
Version
WHMIS: Workplace Hazardous Materials Information System
To the best of our knowledge, the information contained herein is accurate. However, neither Pr�ventis System nor any of its subsidiaries assumes any liability whatsoever for the accuracy or completeness of the information contained herein. Final determination of suitability of any material is the sole responsibility of the user. All materials may present unknown hazards and should be used with caution. Although certain hazards are described herein, we cannot guarantee that these are the only hazards that exist. | web | https://accomn.com/userfiles/modules/file_upload_library_3/2772/TG-3134_sds_en_20200219.pdf | 0.439977 | {
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Parent Portal
- Accessing the Parent Portal
o Parents will go to www.istation.com and sign in using their child's username and password
o Parents will have access to download the program and change the language settings from the Home page
- Resources available: Istation Reading and Reading en Espanol
o Printable, "parent friendly" instructions for activities, books, passages, lessons, and games by cycle* *The child's current cycle is listed on the "Istation at Home" tab and the top portion of the Resources tab.
- Reports available: Istation Reading and Reading en Espanol
o Student Summary Handout, Skill Growth and Writing Rules Report*
*A description of each report is given as well as an explanation of the Ability Scores and Tiers
- Benefits:
o Parents can monitor performance and track progress while getting involved with instruction
o Parent resources can be used as family activities or one on one
o Teachers can advertise Parent Portal during family nights and discuss personalized resources available for extending instruction beyond the school day
Usage Trend
- The Usage Trend Report now has a "Table" feature in the Format section that provides the ability to view total minutes by month for each child at the classroom level or average minutes by month for classrooms and campuses at the district level. You can select specific tiers to track usage as well.
- You can edit this report to show usage from "Home Only" as well to promote home usage of the program. | web | https://www.episd.org/cms/lib/TX02201707/Centricity/Domain/5014/Parent%20Portal%20and%20Usage%20Trend%20Recap.pdf | 0.465158 | {
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Media Release
4 March 2021
Boil Water Advisory – Inverloch
South Gippsland Water in consultation with the Department of Health advise that residents of Inverloch should boil their drinking water until further notice.
This advice has been issued following reported contaminated water in Inverloch Clear Water Storage on 4 March 2022.
We have found two deceased birds and sediment in the Inverloch supply. In the interests of public safety, we're taking a very cautious approach. The presence of the birds may indicate some sort of contamination, which we are now testing. We're also immediately cleaning the system to bring it back online as soon as possible.
Customers should bring water to a rolling boil by heating it until a continuous and rapid stream of air-bubbles is produced from the bottom of a pan or kettle. Electric kettles/jugs with automatic cut-off switches are suitable for producing boiled water. Variable temperature kettles should be set to boil. Allow boiled water to cool before using it. Cooled, boiled water may be stored in clean closed containers for later use.
Customers should boil all water used for:
* Drinking and preparing beverages;
* Brushing teeth, gargling and cleaning/soaking dentures;
* Washing and preparing food;
* Making ice;
* Preparing baby formula;
* Drinking water for pets.
Unboiled water can be used for:
* Showering and bathing (but residents should avoid swallowing water. As a precaution, babies and young children should be sponge-bathed);
* Washing dishes by hand or in a dishwasher providing dishes are air-dried before being used after washing.
Consumption of unboiled water could potentially lead to nausea, vomiting, diarrhoea, head and muscle aches, abdominal cramps, flatulence, fatigue, chills, fever, dizziness, loss of appetite, or jaundice. If you are concerned that you may have been affected by contaminated water, please contact your doctor and advise them of this notice. There have been no illnesses reported to date.
South Gippsland Water is working closely with the Department of Health and Human Services to identify conditions that will enable the boil water advice to be rescinded. Be assured that South Gippsland Water is taking action to restore the supply of safe drinking water to your area. Any treatment or disinfection issues are being addressed, flushing of the distribution system is being conducted and an extensive microbiological monitoring program is in progress.
Where can I get water if I need it?
* We're making two water trailers available.
* One will be located next to the Scout Hall at the Inverloch Recreation Reserve, the other at the corner of Cuttriss Street and Ramsay Road.
* We will make this water available throughout the Boil Water Advisory period.
South Gippsland Water apologises for any inconvenience caused. We expect this process to take at least until mid next week. We will notify you of return to normal service. For more go to our website www.sgwater.com.au or call our friendly customer service team on [REDACTED_PHONE]. | web | https://www.sgwater.com.au/wp-content/files_mf/1646386650MRBoilWaterAdvisoryInverloch_FINAL.pdf | 0.488675 | {
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Pinus muricata
COMMON NAMES
Bishop pine
FAMILY
Pinaceae
AUTHORITY
Pinus muricata D.Don
FLORA CATEGORY
Vascular – Exotic
STRUCTURAL CLASS
Trees & Shrubs - Gymnosperms
NVS CODE
PINMUR
CONSERVATION STATUS
Not applicable
HABITAT
Terrestrial.
WETLAND PLANT INDICATOR STATUS RATING
FACU: Facultative Upland
Occasionally is a hydrophyte but usually occurs in uplands (nonwetlands).
DETAILED DESCRIPTION
Medium sized tree up to 25 m high with straight trunk, and spreading or slightly drooping branches. Bark very thick, purplish-brown, deeply fissured into scaly plates. Needles held in pairs, up to 15 cm long arranged in untidy whorls. Two strains in NZ can be identified from needle colour: the "blue" strain, with grey-green to blue-green needles: the "green" strain with yellow-green needles. Male and female cones arise in separate clusters on young shoots. Mature female cones up to 8 cm long, covered in many stout, sharp spines, and are arranged in whorls around the branches.
SIMILAR TAXA
Long needles in pairs and the persistent, large, very prickly cones of Pinus muricata are distinctive.
FLOWER COLOURS
No flowers
LIFE CYCLE
Perennial. Reproduces by windborne seed.
YEAR NATURALISED
1940
ORIGIN
California, N. America
REASON FOR INTRODUCTION
Forestry
TOLERANCES
Withstands salt-laden winds (Salmon 2000)
ETYMOLOGY
muricata: Furnished with numerous short hard excrescences
ENVIRONMENTAL WEED (2024)
This plant is named in a list of 386 environmental weeds in New Zealand 2024 prepared by DOC. 759 candidate species were considered for inclusion on this new comprehensive list of environmental weeds in New Zealand. The species considered were drawn from published lists of weed species, lists of plants that must be reported or managed by law if observed, existing national and regional programmes and agreements for pest management, and species already managed by the Department of Conservation (DOC). Candidate species were then assessed to see if they were fully naturalised and whether they have more than minor impacts in natural ecosystems. Read the full report here.
EXTRA INFORMATION
The National Wilding Conifer Control Programme team at Biosecurity New Zealand, a branch of Ministry for Primary Industries, has produced this wilding conifer quick ID guide.
REFERENCES AND FURTHER READING
Salmon JT. 2000. The Trees in New Zealand: Exotic Trees: The Conifers. Reed Books, Auckland, NZ. 159 p.
MORE INFORMATION
https://www.nzpcn.org.nz/flora/species/pinus-muricata/
PDF DATE
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How to Use a Ruler, Protractor, and Compass to Solve Hard AMC Geometry Problems --- A Typical Example
Henry Wan, Ph.D.
2014 AMC 10A #22
In rectangle ABCD, AB = 20 and BC = 10. Let E be a point on CD such that What is AE?
.
SOLUTION
https://ivyleaguecenter.wordpress.com/
Tel: [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
Step 2: Use a protractor to measure out the angle shown and draw the appropriate segment BE.
It's as simple as that! Even a third grader could do it!
https://ivyleaguecenter.wordpress.com/
Tel: [REDACTED_PHONE]
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CALTEC ACADEMY MAKERERE S.2 SHORT HOLIDAY FINEART EXERCISES FIRST TERM 2020
1-Choose a beautiful letter type and design one text from the following;
- Plant beautiful Trees
- Water is life.
- Keep your Environment Clean.
Include illustrations and a bordering design.
2-Draw a bucket in a bansin.
USE OF COLOURS IS A MUST!
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t
1.6.6 Short Answer Question
This tutorial explores the Short Answer Question type for quizzes. This tutorial assumes you are completing Tutorial 1.6.1 step 3 and have selected Short Answer. This question type allows the instructor to pose a question and students can answer with one word or a short statement.
STEP 2
Type in a singular answer and press enter. Repeat for all possible answers.
STEP 3
Select abc to pick which expressions are valid entry.
1
1.6.6 Short Answer Question
STEP 4
Assign grade points and select Save when done.
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The consequences of childhood obesity can last a lifetime. From greater health risks for diabetes and heart disease to the emotional effects of depression and bullying, the impact can be devastating. And it can become a lifelong struggle.
Today, obesity affects 1 in 5 children and adolescents in the U.S.\(^1\) and it often leads to prediabetes.
Project Power is empowering communities to change the story.
Project Power utilizes an outcomes-based curriculum to slow the trajectory of childhood obesity by:
- Promoting healthy choices and nutrition education
- Increasing physical activity
- Building family engagement and peer relationships
\(^1\) cdc.gov/obesity/childhood/index.html
Clear Path for Life
Building happy, healthy lives
In a representative sample of participants:
- 92% felt confident in choosing healthy snacks
- Increased regular consumption of fruits and vegetables
- Nearly 25% increased 30+ minutes of exercise per day
Last year we came to the camp and it was life changing—we learned a lot about food and portion control ... and the colorful plate. It was a huge change for us ... we had never seen that before.”
—Oscar and Cynthia Ponce (daughter, Melissa)
When kids learn to live healthy lives, everything changes. They discover how to feel their best. Then they share what they’ve learned with family and friends. This, in turn, influences the entire community.
It starts with you. Empower the health of your community with Project Power.
Email [REDACTED_EMAIL] to get started.
There’s nothing we can’t accomplish when we’re Connected for Life.
Contact: Sherry D. Hill, Director at [REDACTED_EMAIL]
Session 1: Oct. 13-31, 2020 | Session 2: Nov. 3-21, 2020
Register: adaprojectpower.campbrainstaff.com/
Learn more at diabetes.org | 1-800-DIABETES ([REDACTED_PHONE]) | web | https://files.constantcontact.com/a9e1c266001/7720711d-50c7-40bc-a973-b06a9e19e250.pdf | 0.42601 | {
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Un-flued gas heating emits harmful and invisible poisonous gases (nitrogen dioxide, carbon dioxide, formaldehyde and carbon monoxide) directly into public school class rooms.
"Would you park a running car in a kids' classroom with the exhaust directly in the classroom?"
~ Len Ferrari, independent air quality expert
What is an unflued heater?
Heaters mandated by the Department of Education and Training (DET) are unflued, meaning that:
o heaters burn gas to produce heat
o the combustion products are released into the classroom rather than pumped outside.
o they have no flue or chimney
Pollutants
Unflued gas heaters produce a number of pollutants as a result of combustion. Pollutants that can harm your health include nitrogen dioxide, carbon monoxide, carbon dioxide and formaldehyde. Unflued gas heaters also produce water vapour that can indirectly affect health by increasing the growth of moulds and dust mites.
Why are we using them in NSW schools?
Unflued gas heaters are not used in schools in Victoria, South Australia, Queensland and Western Australia (whilst in Tasmania it is not a common form of heating in schools), and are banned in other parts of the world.
1 / 2
Replacement of unflued gas heaters in cold-climate regions like the Blue Mountains and the Southern Highlands is particularly urgent because healthy heating is an important component of classroom environments. In cold and rainy conditions, children are being exposed to fumes from unflued gas heaters upwards of 30 hours per week.
Convince Me!
- What are the Facts?
- Where's the Science?
Pollutants in NSW public school classrooms. Want to know more about the facts? »
Surely there have been scientific studies done on this. You bet. Read about the science here »
If it's such a serious issue, why aren't the schools doing anything. Well, it's not as simple as it sounds. Read more about what schools are doing here »
- What are schools doing?
- What's the government doing?
- What's the DET's response?
Is the government aware of this? And if so, what's it doing about it? That's a very good question. What are the government doing about it? »
Surely the Department of Education and Training is aware of the issue. They are, but you might be interested in the DET's response »
There's a lot that parents and the community can do to make our concerns heard. Read more about what you can do »
- What can I do?
2 / 2 | web | http://cough.org.au/index.php?view=article&catid=1%3Acontent&id=2%3Aso-whats-the-big-deal&format=pdf&option=com_content&Itemid=2 | 0.491141 | {
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CSBS English Newsletter
January & February 2018
Welcome to the first edition of the English Newsletter. We hope you enjoy the opportunity to read our CSBS news in English.
Book Review
By Amna (1A)
Student writings
Pride and Prejudice
Read what CSBS students have been writing.
One of Miss Lai's favourite books is Pride and Prejudice. It is a romance novel written by Jane Austin.
The story is set in 17 th century England. The main characters are Elizabeth and Mr. Darcy. At first, Eliza didn't like Mr. Darcy because he was very proud of himself.
So what happens to change her mind?
You'll have to read the book (or ask Ms. Lai) to find out!
She likes this book because of the attractive plot and the vivid descriptions of characters.
Maybe you will too!
Joke of the month Why did the boy eat his homework?
Because his teacher said it was…
This month's feature is the Halloween Writing Contest winners:
- F.3A Alishiba – Horror Love Story
- F.2B Neha – Haunted Classroom
- F.1A Amna – Haunted Home
Congratulations
to winners of English competitions:
Halloween Face
Costume Design
1B Jason
2B Annie
English Speech Festival
1 st Place F.5 Boys
Su Chenggang Salman
1
st
Place F.5 Girls
Sadia Halema
3
rd
Place F.1 Girls
Amna Khalil
Upcoming Events Sponsored by The English Club
January
15 – 18
February
April
+ Tasty foods
America & Pakistan week
+ Games
+ Prizes
+ Baseball / Cricket: pitch & hit
Chinese Fai Chun Writing
Easter Egg Hunt a piece of cake!
May
Tongue Twisters & English Week
This edition of the CSBS English Newsletter has been brought to you by the English Editorial Committee
Editor in Chief………………………..…… Meenail
Contributing editors & reporters………… Isha
Kat
Neha
Preettii
Sabah
Amna
Amy
Daniel
Eiman
Graphics design ………………………….. Ian Kat
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Reading —Here We Are (Notes for living on Planet Earth.)
Monday
Listen to the story Here We Are (see google drive to watch Miss Muzyka read the story).
Retrieval questions.
What two parts is the planet basically made up of?
Why is important that we look after our body?
Can you name the three different things about people?
Why does the story tell us that we must look after Earth?
Challenge:
If you need to know about anything else the author tell us we must just ask. Who is the author talking about here? Who must we ask?
Tuesday
Pick out any words which interest you and you would like to find out more about. Here are few that we found:
Vocabulary complicated
patient alone
floating
Can you write these words on post it notes and stick them round the house? You could ask an adult to help you with a definition to these words. Every time you see one, could you say the definition out loud?
Wednesday
Creative task --
This wonderful book is all about someone landing on Earth for the first time- imagine how wonderful but also daunting and scary that would be!
Can you design a poster to welcome someone to planet Earth. Make it bright, colourful and packed full of information (use the book to help you!)
What title will you use?
What information will you use?
What pictures will you include?
What do you think a visitor would think of Earth?
Thursday and Friday
'It looks big, Earth. But there are lots of us on here (7, 327, 450, 667 and counting) so be kind. There is enough for everyone.'
An important message of the story is kindness. We often spread kindness without even realising we are doing so!
Over the next two days your job is to spread kindness. Write down your family members names, friends names or even teachers! Next to their names write down one kind thing you would love to say to them. You could say this kind thing to their face, ring them or even send over your kindness messages to our padlet, twitter or facebook page. Let's spread some kindness over the next few days. Here is mine to get us started…
From Miss Muzyka to Miss Drake: A kind thing I have to say about Miss Drake is that she is selfless and will always go out of her way to help someone out! She is a fantastic teacher and a great friend too. | web | http://www.canonburrows.co.uk/serve_file/617166 | 0.425732 | {
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Cheadle Hulme Primary School Induction Evening
LAURUS TRUST
CHEADLE HULME PRIMARY SCHOOL
laurustrust.co.uk
Laurus Trust
Gorseby Bank Primary School
Laurus Cheadle Hulme
Laurus Ryecroft
Altius Alliance School-Led Teacher Training
Cheadle Hulme High School
Cheadle Hulme Primary School
Didsbury High School
laurustrust.co.uk
THE SUNDAY TIMES
25th in the UK
Parent Power Survey 2016
Top secondary comprehensive state schools
Progress 8
UK Top 3%
Government accountability measuring pupils across eight key subjects 2017
Manchester Evening News
Top 10
Most Sought After Schools in Greater Manchester 2016
LFET
Trust
CEO/ Executive Head of Secondary Education
Executive Head of Primary Education
Gorsey Bank Primary
Head of School
Head of School
SCITT
The Altius Teaching School Alliance
The Foundation Stage Team
- Mrs Calthorpe (Class Teacher)
- Mrs Allaby (Class Teacher)
- Mrs Smith (Teaching Assistant)
- Mrs Swindells (Teaching Assistant)
Safe and happy children and a safe and happy environment is conducive to successful learning
Our School Day
8.50 am School Opens
9.00 am Morning Registration
12.00 noon Lunch
1.00 pm Afternoon Registration
3.15 pm Home Time
There’s much more to it than that of course…
• Assemblies
• Playtimes
• Learning outside the classroom
• Learning something new
• Making friends
• Prepare for anything!
Learning and Development
• Assessment for Learning
• Tapestry
• An Enabling Environment
• A mixture of direct teaching and child-initiated learning
• A balance of recorded work and experiences
The EYFS Framework
• Playing and exploring
• Interest led learning
• Observations and next steps
The Seven Areas of Learning and Development
• Three prime areas:
• Communication and Language
• Physical Development
• Personal, Social and Emotional Development
• Four specific areas
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design
Curriculum Evening
Tuesday 9th October 2018
6.00 - 7.00pm
• An opportunity to learn more about the teaching and learning in our Reception classes.
• How we work in partnership to support our children’s learning.
Houses
| House | Description |
|-------|-------------|
| Magnus | Magnus is Latin for the qualities of ‘great’, ‘mighty’ or ‘powerful’ |
| Citius | Citius is Latin for the Olympic quality ‘faster’ or ‘swifter’ |
| Fortius | Fortius is Latin for the Olympic quality ‘stronger’ |
| Altius | Altius is Latin for the Olympic quality ‘higher’ |
What do the children need to bring to school everyday?
- Book bag
- Reading record book
- PE kit (leave in school)
- A pair of wellies (leave in school)
- Coat
- Water bottle
- Seasonal – hat, sun cream
Medicine
• We can only give medicine prescribed by your child’s doctor - no Calpol
• Asthma and allergies – we must be informed and have the correct (and prescribed) remedies/medicines in school
• Medical forms must be completed
• Please hand medicines to a member of staff
• We are a nut free school
Special Shoe Boxes
• Bring along in the first week of school in September.
• Fill it with some special things you would like to share.
• Photos of family members and people who are special to them (not too many!)
• Decorate your box
What do you need to practise before September?
• Independently using the toilet
• Use of knife and fork
• Fastening own coat and shoes
• Dressing/undressing
• Get into reading!
Communication and working together:
- www.cheadlehulmeprimary.org.uk
- Twitter
- Tapestry
- Parentpay
- PTA and Parent Council Reps
- Contacting teachers:
- Reading Records
- Letters/notes
- Make an appointment
Tuesday 10th July 2017
• Morning session: 9.30 am – 11.30am
- Tea and Coffee from 11.00am
• Afternoon session: 12.30pm – 2.30pm
- Tea and Coffee from 2.00pm
• Pre-school visits during June & July
Transition Week
Monday 10th September 8.50am – 12.00 noon
Tuesday 11th September 8.50am – 12.00 noon
Wednesday 12th September 8.50am – 12.00 noon
Thursday 13th September 8.50am – 1.15pm
Friday 14th September 8.50am – 1.15pm
Kids Club
Monday to Friday 7.30am – 8.50am
Monday to Thursday 3.15pm – 6.30pm
Friday 3.15pm – 6.00pm
Kids Club will start on Monday 17th September 2018 | web | https://www.cheadlehulmeprimary.org.uk/wp-content/uploads/sites/9/Reception-Induction-June-2018-Slides.pdf | 0.478271 | {
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EXERCISES
The deep groove ball bearing
1. How long has the deep groove ball bearing been in existence?
a) Approx. 70 years
b) Approx. 20 years
c) Approx. 500 years
d) Approx. 150 years
2. Deep groove ball bearings are the most common type of rolling bearing.
a) Correct
b) Incorrect
3. Why are deep groove ball bearings particularly suitable for applications with high speeds?
a) Because they can also take complex loads
b) Because only a small area is used for each rolling contact
c) Because they are particularly insensitive to impact loads
d) Because they are available in many different sizes and designs
4. Which of the following statements apply to deep groove ball bearings?
a) They are particularly sensitive to heat compared to other bearing types
b) They are only capable of carrying high loads to a limited extent
c) They have a relatively short life
d) Their field of application is very limited
5. The code number for deep groove ball bearings is ...
a) 5
b) 6
c) 7
d) 8
6. How is the code number 6307 pronounced?
a) Six three oh seven
b) Sixty three oh seven
c) Six thousand three hundred and seven
d) Six hundred and thirty seven
7. What are the characteristics of axial deep groove ball bearings?
a) They are able to absorb radial forces
b) They consist of three individual parts
c) As with standard deep groove ball bearings, no axial preload is necessary
d) Depending on the design, the forces can act on one or both sides
e) They are not suitable for high speed applications
8. The seal of a deep groove ball bearing is fixed on the inner ring.
a) Correct
b) Incorrect | web | https://bearingwizard.com/wp-content/uploads/sites/2/7_ww_exercises_the-deep-groove-ball-bearing-1.pdf | 0.440778 | {
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Phone: 405 0099
Fax: 405 0032
Hello,
One of the things that has driven the success of our school and that contributes possibly more than any other single thing to the happiness and progress of the children is our commitment to regular attendance at school.
Winter time is always a challenge in this regard given the coughs and colds that occur at this time of year and, when they are sick, children should be at home tucked up in bed or on the couch until they are feeling better.
This is what makes regular attendance when children are well so important because it is almost inevitable that there will be sickness during the year and if children are absent from school for less legitimate reasons, when they are ill or there is a reason to be absent (a tangi for example) then the days add up and become a concern.
Two weeks illness and two weeks absence is a month away from school and if this occurs even once a year then half a years learning is lost over the six years of primary education. Losing four weeks a year plus some illness can soon become a lost year and so on.
When we consider how children are going in reading for example then there is a clear correlation between absences and a lack of progress. A child who misses six months of school by year six will invariably be six months behind at reading time. Miss twelve months and the child will almost certainly be twelve months behind.
The best thing that any parent can do to maximise the opportunity for their child to do well at school is to ensure regular attendance. As always, your help in this regard is appreciated.
Kind regards, Paul Barker.
Learn, Love, Contribute, Grow
Aim High—Stand Tall - Taraia nga taumata E tu teitei www.kaeoprimary.school.nz
www.facebook.com/KaeoSchool
Term 3
Week 2
Students of the Week.
Congratulations to the first Students of the Week for term 3 – Marareia, Shiloh, Meretiana, Kaya-Anne, Ahurei, Kauri, Atawhai (well done Hansen's!) and Izik.
Something for the weekend?
Thank you
A big THANK YOU to Mrs Janis Birch and the very kind ladies from 'Flourish' who had a morning tea together that included bringing some lovely books and a kind donation for our school library. Much appreciated!
Dates for your diary.
BOT Meeting Parent/Teacher Meetings Cross Country Totara North Art Exhibition Opens BOT Meeting Art Exhibition Closes Winter Sports – Matauri Bay Last Day of Term 3 | web | https://kaeoprimary.school.nz/wp-content/uploads/2019/08/Week-2-front-1.pdf | 0.455158 | {
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What is a Therapy Dog?
Therapy dogs bring comfort, support, love, and animal companionship to people of all ages in a variety of settings. Therapy dogs can be any breed, size, shape, and color. No one particular breed is specifically suited to therapy dog work – the correct temperament is most important. A therapy dog must love people and be well-socialized, even-tempered, calm, tolerant, and polite.
True therapy dogs are registered through a professional organization such as Therapy Dogs, Incorporated. Minimum age for testing is one year old. The testing process is thorough and dogs and handlers are tested on items related to environmental challenges, temperament, and team skills. Dogs being considered for therapy dog work should be able to:
* Willingly initiate contact with unfamiliar people
* Demonstrate good social skills and manners
* Function comfortably around medical equipment (hospital beds, wheelchairs, walkers, oxygen concentrators, bed alarms, etc.)
* Respond to cues in the midst of distractions
* Greet people politely with all four paws on the ground
* Calmly accept demonstrative affection from unfamiliar people in an unfamiliar setting
* Remain calm and well-controlled around other dogs
Therapy dog teams are comprised of a registered therapy dog and their handler functioning in a volunteer capacity. Therapy dog teams are prohibited from receiving compensation for their visits. Therapy dogs are not service dogs and do not have the same access rights as assistance dogs dictated by the Americans With Disabilities Act. Misrepresentation of a therapy dog as an assistance dog can result in fines and jail time.
Where Do Therapy Dogs Visit?
Therapy dogs and their handlers are flexible and often visit people in many different environments, provided it is safe for all parties involved. They may visit:
* Hospice patients in a setting the patient calls "home"
* Skilled Nursing Facilities
* Assisted Living Facilities
* Community Based Residential Facilities
* Hospitals
* Grief Support Groups
* Public Libraries
* Schools
* Funeral Homes
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dens, and waterfalls.
6
Alexander Mackenzie, David Thompson,
Peter Fidler, John Franklin, Samuel Hearne,
the list goes on. We can paddle to the seclud-
ed log cabin where Canada's foremost natu-
ralist, Grey Owl, was inspired to write his
bestselling books and proclaim his message of
conservation to the world. It's all here—a
compelling history, jaw-dropping scenery,
plenty of adrenaline-pumping whitewater,
and tranquility to soothe the soul.
While Saskatchewan is often called a prairie
province, boreal forest covers more area than
prairie. Two hundred years ago, we were
focused on the north where settlements took
hold in the wake of the fur trade, northern
slip away, Saskatchewan still has time to save one of the last great wilderness areas. But is there enough political will to give wilderness We need wilderness—for a lot of reasons. Scientists remind us of the crucial role the boreal forest plays in producing oxygen, removing carbon dioxide, moderating our climate, and maintaining the tremendous diversity of plant and animal life. An intact ecosystem is essential for northerners wanting to continue a traditional way of life, and for the economic viability of businesses such as canoe outfitting, sports fishing, or ecotourism.
Saskatchewan's special appeal lies not only in
its great rivers, but also in the way that so
many of our waterways interconnect, with
tributaries, creeks, and lakes galore offering
mind-boggling possibilities. It's where we can
portage across a height of land into a new
watershed with new adventures, combine
rivers and lakes into a personally customized
route, or discover secret hideaways.
Most important, northern Saskatchewan is
still blessed with large tracts of pristine wilder-
ness, although wild places are disappearing at
a frightening rate. When we first started wan-
dering northern waterways, we realized that
seeing this immense country could take a life-
time. No great rush to do it all at once; if we
didn't get around to paddling a particular
river, there would always be next year or the
year after. Today, we sense a greater urgency.
The sentiment we hear more and more from | web | http://parklandpublishing.com/canoe_country_introduction.pdf | 0.434754 | {
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FOR IMMEDIATE RELEASE
Press contact:
Nikki Julien, Outreach Director, Arizona Wildlife Federation, [REDACTED_EMAIL], [REDACTED_PHONE] Kathy Greene, BOW Coordinator, [REDACTED_EMAIL], [REDACTED_PHONE]
Becoming an Outdoors-Woman Camp Teaches Outdoor Skills for Adults
Fishing, Hunting, and rappelling classes impart self-confidence and resiliency
(Prescott, Arizona – August 18, 2020) – During the pandemic, Arizonans are finding solace and physical health outdoors which encourages us to try new experiences. But how can you learn new skills if you're too old for summer camp? Where does a girl learn to hunt and fish, shoot a bow or scale down a cliff? All this and more is offered at the Becoming an Outdoors-Woman (BOW) camp. As our repeat participants say, "It's like scout camp for grownups!"
BOW provides a safe space for adults to learn outdoor skills starting from the absolute beginner stage. Instructors provide lots of support and the three-hour long classes offer plenty of time to ask questions and try out what you learn. No prior experience is needed and all the equipment and materials are provided. Lodging and meals are also included along with fun evening activities. BOW is inclusive--all gender affiliations and abilities are welcome, participants just need to be 18 and older.
This September, BOW is further upholding its mission of safe and fun learning outdoors by stepping it up to use COVID-safe practices. Masks are required, and class size is capped at a handful of people. We have less participants per cabin and more room to spread out for meals. The large group size has been reduced to meet state guidelines which means this popular program will sell out fast!
Arizona Becoming an Outdoors-Woman camp is offered twice per year in Prescott and once per year at Saguaro Lake just north of Phoenix.
Space is limited. For more information and to register, visit www.azwildlife.org/BOW
### | web | https://azwildlife.org/resources/Documents/BOW%20AZ%209.2020%20press%20release.docx.pdf | 0.486753 | {
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AN ADULTHOOD EARNED
He is a famous figure in Oriya literature. He writes brilliant short stories in English. He won the central Sahitya Akademi award in 1972. He now teaches English Literature at the Sri Aurobindo International Centre of Education, Pondicherry. His name is Manoj Das.
And it is not unfamiliar to readers of JS. He had contributed several short stories to the magazine, and they have proved popular not only at home, but also abroad. Manoj Das has been published in many magazines and journals in the West, and "The New York Smith" introduced him as "one of the foremost of the new generation of Indian writers."
In his college days, Manoj Das was a zealous Marxist, a fiery orator and an active student leader, who spent a term in jail. In his late twenties, he was voted by the readers of the Oriya monthly, Dagora, as one of the writers who had made the greatest contribution to Post-Independence Oriya literature. And in the spring of '63, there was a stir in political and literary circles when Manoj Das chucked up his job, wound up his press and left Orissa to join Sri Aurobindo Ashram at Pondicherry.
The intelligentsia thought that Oriya literature had lost a creative talent. But the last few years have proved that these fears were unfounded. Several collections of his short stories have been published, the most recent being "The Crocodile's Lady" (Sterling Paperbacks, Rs 5.50).
In any collection of short stories, there are bound to be some that stand out more than others. The 18 stories in this collection are no exception. The first three stories, "Farewell to a Ghost", "Mystery of the Missing Gap" and "The Crocodile's Lady" are brilliant. Equally absorbing are "The Concubine", "Operation Bride" (a whimsical little fairy tale) and "The last I heard of them". "Return of the Native" is often quoted as one of his best in-depth studies.
Manoj Das writes with equal ease in both Oriya and English but he says he never translates from one language into the other. His English has a peculiar Indian flavour, but is effective in evoking the atmosphere of the villages in which most of his stories are set. In his short stories, the author explores what he calls the essential helplessness of man, set against the hostile circumstances of life. However reminiscent that may sound of Hardy, critics prefer to compare him to O. Henry for his subtle humour and his understanding of the human mind.
He is especially at home when dealing with child-psychology, as can be seen in "A Letter from the Last Spring". Manoj Das has written for children as well as about them, but with "The Crocodile's Lady" he has, in the words of a character in one of his stories, "earned his adulthood" as a writer.
MAMTA CHAUDHRY
'Upfront' welcomes readers' contributions, and will pay Rs 30 per item published. Anything interesting you saw, heard, or know is happening in your neighbourhood that others should know about, is 'Upfront' material. Send it in, preferably with a photograph or illustration.
JS (Calcutta); April 10, 1976.
Vol.VIII, NO:15 | web | http://worldofmanojdas.in/editing/news-on-manoj-das/JS_culcatta.pdf | 0.481551 | {
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FACTSHEET
hemorrhoids
What are Hemorrhoids?
Hemorrhoids are swollen veins in the anus and lower rectum and are typically caused by repeated or constant pressure to the anal or rectal veins causing them to stretch and possibly buldge or swell.
(2) Types of Hemorrhoids (see right)
Internal - develop inside the rectum
External - develop under skin around anus
Symptoms
Bleeding during bowel movements
Pain & Discomfort
Burning, Itching, Irritation
Causes
Hemorrhoids can develop from increased pressure in the lower rectum due to: straining during bowel movements, sitting for long periods of time including on the toilet, chronic diarrhea o r constipation, obesity, pregnancy, anal intercourse, low-fiber diet, regularly lifting heavy items.
Hemorrhoids can be normal, however bleeding during bowel movements always needs to b e evaluated by your medical provider to determine the best next steps.
When is it NOT a Hemorrhoid?
If you have excessive bleeding during bowel movements
Changes in bowel habits (diarrhea or constipation)
Changes in stool color or consistency
Before you visit your doctor:
What symptoms and how often they are occurring
Streaks of blood in the toilet, on toilet paper or on stool
Location and severity of pain or discomfort
Changes to your bowel movements
A list of medications you are taking and why you are taking them
Questions you want answered during the appointment | web | https://gh-foundation.com/wp-content/uploads/2024/04/Hemorrhoids.pdf | 0.418876 | {
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Our Motto "Keep Learning"
HURRY UP!!!
"We invite you to be part of this journey through a variety of ways by learning with us, by contributing in thought and spirit."
Introduction
Dnyan, Kala, Krida & Krushi Pratishthan is glad to introduce “Phadtare Global School”, which has included CBSE syllabus started 2014-15 academic year, with the guidance of highly qualified and experienced staff. Phadtare group and its institutions have a remarkable supremacy in educational field. The founder president Mr. Uttam Phadtare (Chairman of Phadtare group of institutions) is much cautious and insistent for quality education and for making apt environment for the all-round development of students.
Phadtare Global School
Phadtare Global school has found by a trust of Dnyan, Kala, Krida & Krushi Pratishtthan’s, and is affiliated to Central Board Delhi, started in the academic year of 2014-2015. The School focuses not only CBSE academic pattern but also emphasizes the leadership qualities and intellectual improvement of its every student.
Why did we adopt CBSE?
CBSE offers latest brilliant initiative of a student. The student who studies in CBSE system are well prepared to complete national entrance exams and for world’s leading universities. Through this our team can make the pupils as global citizens, because our system has a world class curriculum. We are liable to follow the rule of CBSE as per its way and CCE pattern and their guidelines.
Our Vision Statement
Our vision is to create a school where learning is defined by the child’s inherent desire to inspire by love, joy and faith and guided of by educational research, knowledge and development.
“We make learning a joyful experience”
Our Inspiration
Late. Sahebrao Bajirao Phadtare
Late Laxmibai Sahebrao Phadtare
Late Babasaheb Sahebrao Phadtare
The President
Shree Uttam Phadtare
(The Founder President of Phadtare group)
Our President's view
"Phadtare Global School is committed to produce the students who have service and value to society and shape leaders of our nation. I and my staff always encourage the children to discover their inherent abilities and talents and insist to work and play hard".
"The Designers"
Shri. Dattatray Phadtare
Secretary
Shri. Hanumant Phadtare
Board member
Shri. Mangesh Phadtare
C.E.O.
Shri. Sandip Pansare
Academic Counsellor
(BA, B.Ed, D.S.M.)
Mrs. Kavita Minu
Principal
(B.com B.A. B.Ed.)
The Staff
"The academic success of our school is a direct result of the skilled and experienced teachers."
"Children must be taught how to think, not what to think."
Art & Craft Training
Cleaning Activities
Teaching Based On Moral
Music Training
Sports Activities
Children’s Park
Field Visiting
Play-Way Method
Sports Competitions
Digitalized Classrooms
PGS has adopted the system of TATA Class Edge (CBSE Pattern) 10th
Admission Process
Class | Age
-----|-----
Nursery | 3 Years completed
LKG | 4 Years
HKG | 5 Years
1st | 6 Years
2nd | 7 Years
3rd | 8 Years
Documents Required (Original)
- Birth certificate
- School leaving certificate
- Previous report card (if applicable)
- Passport size photos (3 Nos.)
Fees
- The fees should be paid as specified in the fee structure in two installments.
- Bus fee has to be paid separately.
- Admission will be confirmed after the completion of necessary procedures and the payment of fees.
School Timing
For K.G. Section (Nursery, LKG, UKG) - 09 a.m. to 01.00 p.m.
For Primary Section (1st to 3rd Std.) - 11 a.m. to 04.30 p.m.
Academic / Curriculum
PGS follows CCE pattern - Continuous Comprehensive Evaluation and affiliated to Delhi Board.
CCE Pattern
Scholastic Area (Academic Performance)
Co-Scholastic Area Skills
- Life Skills
- Literary Skills
- Creative Skills
- Scientific Skills
- Organizational & Leadership skills
- Art Skills
- ICT Skills
We have our own strategical methods and remedial teaching for the up gradation of the weak students. For that we always give regular training for the teachers and help to update their knowledge.
- We follow the systematic and scientifically proved “Brain Analyze Test” (IQ Test For Brain Activation) and also the learning styles according to that.
- Teaching by play way method emphasizes the curriculum.
- Our Teachers teach with the modern technologies like Language lab, Digital, Internet for audio-visual learning.
**Good Co-relation between parents and school:**
- The institution always conveys remarks and suggestions from the parents. Every parent can visit the school on Saturdays from 10 a.m. to 2 p.m., always we prefer transparency & friendly relationship with our parents.
- Also we conduct parents – meeting frequently.
**Rules to follow**
- Pupils must be clean dressed in their proper uniform.
- Co-operation is expected from parents in completion of student’s assignments.
- Speaking English is compulsory in school premises.
- Any fees once paid are not refundable.
- Decisions of the authorities considered as the final one.
**Sessions**
- Admission period – February to June.
- Vacation period April 10 to June 10.
**Our values**
- Care & Affection
- Self – discipline
- Punctuality
- Environmental consciousness and cleanliness
Subsidiary facilities at PGS
"Education is the ability to meet life's situation!"
[REDACTED_ID] [REDACTED_ID]
- Modern Library
- Advanced Maths Lab
- Indoor Games
- Advanced Sports Activities
- Safe Transportation
- Purified Drinking Water
- Digitalized Classrooms
- Well Equipped Computer Lab
- Language Lab
- NIT Computer Course
- Tata Edge Digital System
- DMIT Test Facilities by (Brain Talk Academy)
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Tame Your Food Environment
The food you see impacts whether you eat healthfully or overindulge. Research from Cornell University found people are three times more likely to grab the first item they see in their kitchen than the fifth one, for example. You can change your food environment, even on the night shift or when you’re eating alone. Here’s how:
Fill your grocery cart with whole, minimally processed foods, such as vegetables, fruits, plain yogurt, whole grains, lean meats, legumes and nuts. Then, place these items front and center in your refrigerator and pantry so you see them first when you are hungry.
Banish the treat bowl. Instead of placing a bowl of candy or cookies on your table or desk, keep crunchy raw vegetables, whole-grain crackers, air-popped popcorn or fruit handy.
Have a healthy break. Rather than diving into the proverbial box of doughnuts, enjoy fresh fruit or vegetables with hummus or a low-fat yogurt dip.
Put the container out of sight. Take your single slice of pizza someplace else to eat, instead of consuming it next to the box. Get a single portion of a snack, then put the rest away before you start eating. Taking a food out of your visual field can keep you from reaching for more.
SECRETS OF Summer Slumber
Summer presents challenges for daytime sleepers. The days are longer, so people you live with may be active longer. Plus, rising temperatures may warm your bedroom so sleeping isn’t so comfortable. Take steps so you get the sleep you need for successful shiftwork.
➢ Research shows people sleep best in a cool room that is below 70°F. Opening your windows can let in the heat. Instead, keep windows closed and covered with dark blinds, and circulate air with a ceiling fan or large upright fan.
➢ Closed windows help block outside noise. Try using a fan, air conditioner, white noise machine or even a radio turned down low to provide white noise to mask background sounds that might disturb your sleep. If you can sleep with earplugs, use them.
➢ Manage your health. Allergens such as pollen escalate in the summer months. If allergies keep you awake, discuss treatment with your health care provider. Over-the-counter antihistamines and steroid sprays can help relieve symptoms.
➢ Stay on schedule. The fine weather and extended daylight can tempt you to skimp on sleep. Enjoy your free time, but remember work and play are more pleasurable if you are well rested.
Stress showing up on your body?
Gaining weight and abdominal fat are linked to high levels of the hormone cortisol, which is released during emotional tension. Cortisol levels also may increase with caffeine use, sleep deprivation and viral infections. Also, stress can lead to overeating unhealthy foods. The right diet and physical activity can help control weight — but first try reducing chronic stress.
A Household Primer for Shiftworkers
When you work shifts, communication and household management can be especially challenging. Create a more efficient household by getting everyone involved.
Choose your goals for home management. These might include:
- Getting your family to help out more.
- Having a cleaner house.
- Planning dinners a week ahead.
- Spending less time running errands.
- Tackling a big project, such as cleaning out the garage.
Your whole household should work together to keep your home running smoothly. Once you have a good system, you shouldn’t have to worry about the home front when you’re working your shift or trying to sleep.
Schedule household duties and responsibilities at the beginning of each week or month, so you don’t have to scramble to make a daily schedule or act like the air traffic controller for your family — it’s all on the chart. Even if you’re at work or sleeping, the household should still run smoothly.
Split tasks into those that must be done daily, weekly and monthly. Some home organization experts also recommend assigning a household area to each day of the week for cleaning and restocking. Try to assign tasks in 20-minute chunks.
Set rules for electronic communications. Let your family know when it’s appropriate and inappropriate to text or call you at work, for example. Texting and emailing can be great family communication tools, particularly when you all follow different schedules. But be sure to set boundaries so they don’t become intrusive.
Stay Safe on Your Shift
Shiftwork requires going against your body’s natural rhythms. However, that doesn’t mean you need to compromise your safety or the safety of your workplace to work shifts. Review these guidelines to avoid injury, manage fatigue and work well while staying safe.
✓ Don’t skip your scheduled break. Taking time to rest, eat and move around during your shift is key to staying alert and safe.
✓ If possible, alternate between tasks to help you stay alert and focused.
✓ Set a sleep-wake schedule, and stick to it. Give sleep the priority it deserves.
✓ Follow all safety procedures, use your personal protective equipment (PPE) and protect yourself.
✓ If you feel too tired to work safely or experience brain fog, slowed reaction time, severe irritability, forgetting the last few minutes of work or nodding off while doing repetitive tasks, take a break or tell a supervisor.
✓ If you experience a safety-related incident on the job or notice unsafe behavior in a coworker, speak up. Everyone’s well-being depends on working together to avoid mishaps on their shifts.
Walk Away From Food Cravings
Shiftwork may lead to fatigue and sleep loss, which in turn can trigger strong cravings for foods high in fat, sugar and sodium. Giving in to cravings may help you feel better in the short term, but over time this behavior leads to weight gain and doesn’t do anything to alleviate stress or fatigue.
Can’t get food off your mind? Extra physical activity can help you refocus. Try walking for 15 minutes. Get up and move around; do some chores. Play with your kids.
Other benefits include reducing stress, boosting mood, managing weight and reducing fatigue — all of which have longer-lasting benefits than a candy bar. | web | https://www.canyons.edu/_resources/documents/administration/humanresources/wellnessnewsletters/ShiftWorkerJuly2020.pdf | 0.438235 | {
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24TH SUNDAY IN ORD TIME 17.09.2023
First Reading Sirach 27: 30-28 Responsorial Psalm Psalm 103: 1-4, 9-12 Second Reading Romans 14: 7-9 Gospel Matthew 18: 21-35
EXPLORING THE WORD
The readings for the 24th Sunday in Ordinary Time for Year A focus on mercy and forgiveness. In the first reading we are told we must forgive each other for "wrath and anger are hateful things". The psalm reminds us that God shows us mercy. The 2nd reading tells us to live for Christ instead of ourselves. In the Gospel Jesus teaches about forgiveness using a parable of a servant forgiven a huge debt but who then refuses to forgive a smaller debt. The master, angry at this hypocrisy, punishes him. Jesus warns that we must forgive others wholeheartedly. Jesus tells parables about mercy and tells Peter that we must forgive "seventy times seven" times.
(resource from https://young-catholics.com)
Readings for 24.09.2023 25TH SUNDAY IN ORD TIME
First Reading
Isaiah 55: 6-9
Responsorial Psalm
Psalm 145: 2-3, 8-9, 17-18
Second Reading
Philippians 1: 20-24, 27
Gospel
PARISHIONER REGISTRATION
New to the area?? Want to join a ministry or community group.
Check it out on our Parish Website, by scanning this QR Code.
THANK YOU FOR YOUR COOPERATION!!
DIOCESAN MARRIAGE PREPARATION COURSE:
Are you getting married? Please book your Diocesan Marriage Preparation course www.aucklandcatholic.org.nz/discipleship/ our-courses/
Please book 1 year (married in NZ ) or 18months (married overseas) in advance your wedding date. The 3 part course takes about 30 hours to complete. This is usually spread over 3 months.
PARISH COUNCIL COMMITTEE
Wayne Cammell, Thomas Pereira, Fr Craig, Celia Hunkin, Harold Ballicao, Arlene Pereira, Christina Pender.
FINANCE COMMITTEE F r Craig, Lydia Lobo , Tony Noronha, Mike Pope, Nicola Crestanello, Utita Sakalia
LITURGY COMMITTEE T homas Pereira, Alzira Rodrigues, Fr Craig, Shaad Karmani, Cora Noblejas, Errol Aviet, Celia Hunkin, Cherrie Lapaz, Joval Moredo, Patricia Smith, Christina Pender
FUNDRAISING COMMITEE
Gloria T, Bong d. V, Fr Craig, Claire R, Allan S, Judith V, Leanne B, Justin D, Manu L
BAPTISM ENQUIRIES
Attendance at a Preparation Course is necessary for your first baby.
Note: There are no baptisms during Lent.
If you need a Baptism or Sacrament
Certificate to be re-printed there will now be a charge of $5 per certificate.
Your original certificate is free of charge, please keep it in a safe place.
Enquire with the Parish Office
For more information email: [REDACTED_EMAIL] Gerry M:021 0224 7442 / [REDACTED_EMAIL]
PLEASE PRAY FOR OUR MASS INTENTIONS
Recently Deceased: Sesilia Samu, Cole, David Musham, Phuoc Ngo, Jill Agnew, Walter Moran, Joaquin Vmayao, Beverly Bracken, Hosea Trevino, Luafa Feagaiga, Sia Liong Ting, Kevin Sitten, Egbert Carvalho, Christine Chong.
Anniversaries of Death: Sotero Cruz (2nd yr), Professor Anselm (1st yr), Wilialma Diwa Antonio (40 days), Francis Joseph (5yrs), Jesusa G. Clemente (6yrs), Deacon Gilbert Jimmie (14yrs), Jose Luis Trevino Castillo (1 month), Joe Jugo (12th), Bonifacio, Rob Shennan (1yr), Shee Lai-Ying (26 yrs), Dulce Catayas, Jose Catayas Senior, Mark O'Callaghan (5th), Elpidio Pitogo (1st), Lilly & Paul Mathias, Valderma Meyers (1month), Chloie, Lorena, Pablito Santos.
Special Intentions: Charles & Soane Kauhalaniua (birthday), Joseph Chin (illness),
Lene Fua Siu, Bobby Ganias (health recovery), Peter Kim (Health)
PARISH COLLECTIONS
BUILDING FUND UPDATE
10th SEPTEMBER 2023
Matthew 20: 1-16
1st Collection: $3,100.70
2nd Collection: $1,275.20
Year to Date, our loan balance is now sitting at $1,745,503.00 ; Thank you to everyone for your continued support of our 2nd Collection.
NEW SUNDAY 5PM MASS
Due to our growing numbers at our parish, especially at our 10.30AM Mass time, the Parish Council, Liturgy Committee & Parish Office has requested permission from the Bishop to introduce a 4th Sunday Mass Time of 5PM on Sunday evening. The Bishop has granted this request and our new Mass time will start on Sunday 15th October.
We appreciate your patience and understanding during the coordinating and adjusting of this new Mass time.
SUNDAY VACANCY
With the introduction of a new Mass time, the parish office needs to expand and is looking for a parishioner to be employed part time on Sundays 8am - 6pm. The role involves assisting with Sunday Masses, Facebook & website management & office adhoc duties.
Applications close Friday 29th September. Enquire directly with Fr Craig / Celia
Ph: 359 4750 E: [REDACTED_EMAIL]
CANDLE MASS
In preparation for our upcoming Candle Mass in November, if you would like to share a photo of your loved one that has passed on in the past 12months, please email Joseph:
[REDACTED_EMAIL]
These images will be part of the slideshow presentation to display at all our Candle Mass times. Thank you in advance.
PARISH GARDENERS
Thank you to our garden fairies who continue to maintain the front gardens where the water fountains are. If you have a spare hour of the week and would like to commune with God in the church garden. Please help teach children to nurture this area with respect and appreciation.
Please contact the parish office for more information.
Thank you in advance.
CATHOLIC BREAKFAST TALK
Cy Kellet, Catholic Author and Apologist with CatholicAnswers.com, visits East Auckland to share on the topic of; Christ and Joan. Saint Joan of Arc is one of the most remarkable people in history. But her story is also one of the strangest in Catholic history.
Date and time: 4th October 7 - 8AM Venue-St Marks Pakuranga Parish Centre, 334 Pakuranga Rd, Pakuranga Cost: $30 limited spaces so please register:
https://tinyurl.com/2023joan
Event sponsored by Evangelion Catholic Evangelisation
CHILDREN'S SACRAMENTAL PROGRAM
Please note that the next intake for the children's sacramental program for 2023/2024 will take place with 2 registration dates:
Wednesday 18th October - 7pm
Sunday 22nd October - 12pm here at our St Luke's Church. (For children aged 8yrs and older by 01.10.23)
This is a compulsory 1-hour formation and registration
session for parents and caregivers only.
*If you would like to register your child to prepare for the Sacraments of First Reconciliation, Confirmation and First Holy Communion, you must attend this session. Your child does not need to attend this session.
*If your child was not baptised at St Luke's Church, you MUST bring a copy of your child's baptism certificate during registration.
*Registration fee is $75.00 per child for all 3 Sacraments. This covers expenses for books, stationery and other expenses throughout the Sacramental Program.
FRIDAY 1.30PM MASS
There will be no Friday afternoon mass during the Term 3 school holidays. Thank you for your understanding.
Te Wiki o te Reo Māori 2023
promotion of te reo Māori, helping to secure its future as a living, dynamic, and rich language.
Māori Language Week has been celebrated in Aotearoa since 1975. This special week is an opportunity for the concentrated celebration and
MARY VISITS LUKE LAUNCH
You are all invited to our
Living Rosary Event to launch our 2024 cycle of the
Mary Visits Luke Family Rosary Program.
Saturday, 23rd of September 2023
St Luke's Parish Church - 3PM.
This is a great opportunity for families and friends to gather around and pray in a giant life-size Rosary. Registration will be available in the foyer after Sunday Masses, alternatively you can email:
[REDACTED_EMAIL]
CHRISTMAS RAFFLE
The fundraising committee are looking ahead to our
Christmas raffle and are looking for assistance for a
1st prize. Please contact the parish office if you have any contacts.
Thank you in advance for your support.
NEW PARISH BANK ACCOUNTS
Please note that the bank accounts listed on the back of the newsletter are now closed. Please enquire with the office if you have any planned giving queries. Thank you kindly for your understanding. | web | https://flatbushcatholic.org.nz/wp-content/uploads/2023/09/17-SEP-2023.pdf | 0.504527 | {
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__________________________________
Name:
Assign: _____Grade: __________Pts: _______ Pct: ________
I. DESIGN AND FORMAT
TOTAL:
Proper diction avoids errors in 11 total, 1 each
19a-e, 20b
Paper contains (format) 3 pts, .5 each
8d
double spacing
8d(3)
MLA-style first page
8d(1)
proper indentation (→) & other spacing (#)
8d(2)
proper page numbering
8e(2)
12-point, proportional, serif font and unjustified text
neat, no handwritten corrections, etc.
_____________________________
II. PARTS OF THE PAPER
TOTAL:
Introduction contains 4 tot 1 ea (intro)
33b(1)
attention-grabber
36f(1)
background info & definition of key terms
32c
clear thesis statement
clearly stated plan of paper
_________________________________
Body (bod) 6 tot 2 ea.
36d(2)
acknowledges alternative explanations
follows paper plan laid out in intro
36d(1)
logically supports thesis
_________________________________
Conclusion (conc) 4 tot 1 ea
33b(2d)
clinches or "hits home" the central idea
contains an "elegant exit"
33b(2a)
rephrases thesis & summarize points
33b(2e)
connect with introduction
_______________________________
40a(3) Works Cited Page is (cit) 2 tot .25 ea
based strictly on MLA style
consistent in format throughout
double spaced
entitled properly & located on separate (last) page
inclusive of all & only those works cited in paper
indented properly
ordered properly
punctuated and capitalized properly
III. STYLE
TOTAL:
Paragraphs contain 4 tot, 1 ea
31b
clearly arranged ideas
31b(3)
effective transitions
30
fluid, varied writing
31a
unified sentences and paragraphs
_______________________________
Proper attribution implies 4 tot, 1 each
*39e
giving credit to avoid plagiarism (src)*
40a
MLA parenthetical citation style (cit)
39d(3)
proper paraphrasing (cit)
39d(3a)
writing with your own words
______________________________
Mechanics of paper include proper 2 pts; .5 each
11
abbreviations (ab) & acronyms (ac)
9
capitalization conventions (cap)
10
italicization conventions (ital)
11f-g
number conventions (n)
16b, 10a
title format punctuation errors (tf)
6b(1), 19d(1)
equitable and inclusive language (eq/inc)
20a(3), 21a(2)
exactness, not vague/weak words(ex)
20a(3), 21a(2)
strong, unmoderated absolute words (ex)
21a(3)
expletives (“there is” “it is”) (ex)
20c
idiomatic expressions (id)
22a
missing words (a, the, prepositions) (mw)
29d(1)
passive vs. active voice (pv)
21a
redundancy (red)
28c
unspecific pronouns (“it” “that”) (unsp)
19, 20, gu
§
word choice / wrong word (wc) (ww) (gu)
21
wordiness (w)
__________________________________
IV. SPELLING, GRAMMAR & PUNCTUATION 30, 1 each
TOTAL:
Proper spelling avoids errors in (sp)
15
apostrophes (general) (apos)
18c, gu
§
compound words and phrases (cd
)
18c, gu
§
homonyms (hom) and good usage (gu)
18f(1)
hyphenation
18a
proofreading (pr) or spell-check error (sc)
Correct grammar avoids
28a,b
ambiguous pronoun reference (ref)
6a(7-8)
collective/singular noun error s(sing) (pl)
3, 14a
comma splices (cs)
gu
§
(p.762)
faulty predication (“is where / when”) (fp)
3
fused sentences(fs)
6b
pronoun-antecedent agreement problems (pro)
5a
pronoun case problems (pro)
25a, 25b
misplaced (mm) / dangling modifiers (dm)
27
inconsistency: shift in verb, person, number (cst)
26
nonparallel construction ( // )
2
sentence fragments (sf)
6a
subject-verb agreement errors (sv)
use of "you" or "they" for generic pronouns _______________________________________
Proper punctuation avoids
15b
apostrophe errors in dates ( ‘ )
15a(1)
apostrophe errors in it’s vs. its (ap)
15a
apostrophe errors, words ending in -s (ap)
40b(I.)
block quote errors (bq)
13a
comma between subject and vb ( , )
13e
commas before a series ( , )
13b
comma with coord. conjuntion ( , )
13d
commas with restrictive elements ( , )
17
period, dash, colon, etc. errors (punct)
16a3
quote-inside-quote errors ( " ) ( ' )
16d
quotes, errors in punctuation around (qp)
14c
semicolons instead of commas ( ; )
_____________________________________
12
missing comma( , )
12b, c
after introductory elements or in a series
12a
between independent clauses
12e(2)
in dates, places, etc.
12e, f
in parenthetical elements or for ease of reading
12d
with nonrestrictive elements
_____________________________________
colloquialisms/slang (col), jargon (jar), clichés (cl)
*Plagiarism is a serious offense, which can result in failure or even expulsion from the university.
"gu" refers to the Glossary of Usage, p. 746 on, in Hodges' Harbrace.
§
V. SUBSTANCE 75 tot 3 ea.
TOTAL:
covers most major points
objective facts are accurate
develops issues thoroughly
approaches the material in a novel way
includes a personal perspective
engages the reader
draws from academic literature
avoids unacceptable sources
supplements with outside research
gives examples from sources & experience
accurately interprets evidence
identifies & analyzes alternatives
supports assertions
avoids sweeping or hasty generalizations
avoids prescriptive statements
takes risks by questioning theories, lecture
proposes new explanations and theories
avoids logical fallacies
avoids unclear connections between ideas
avoids biased or value-laden interpretation
evidences rethinking of personal perspective
avoids close-mindedness and hostility
views issues from diverse perspectives
considers ethical issues
considers issues related to social justice
VI. RESPONSIBILITY
TOTAL:
The responsible writer 5 tot 1 each
shows evidence of reading and following instructions thoroughly
shows evidence of having devoted ample time for preparation, revision, and editing
shows evidence of taking the assignment seriously
asks the instructor for assistance if points or purpose need clarification
turns the assignment in on time or requests an extension for a valid reason (-7.5 if late)
Thorough coverage (explain, expand)
Originality of thinking and approach (reflect, critique)
Synthesis of reading, lectures, other sources (synthesize)
Critical thinking (critique, reflect, expand, theorize)
Comments/Other
Comments, remarks, questions . . .
*Plagiarism is a serious offense, which can result in failure or even expulsion from the university.
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Flora of the Niagara Escarpment
The deciduous hardwood and coniferous softwood trees that cover much of the Niagara Escarpment's rocky slopes form the largest area of woodland left in southern Ontario today. And here, beneath the forest cover of Maple, Oak, Beech, Hemlock and Pine, grows a wealth of plant life, including the exotic, the rare and the unexpected.
Each spring wildflowers carpet the ground – Hepatica, Wild Lilies, Marsh Marigolds, Periwinkles and the symbol of Ontario, Trilliums.
~ Ontario's Oldest Trees ~
The northern part of the Escarpment on the Bruce Peninsula is famous for its 37 different varieties of orchids. Botanists and photographers are attracted here to study and admire such delicate beauties as the Yellow Lady's Slipper and the Calypso Orchid.
Scientists have discovered that some eastern white cedars growing on Escarpment cliffs are 1,000 years old. These trees are small, twisted and gnarly – not what you'd expect from an old growth forest.
In the nooks and crannies all along the Escarpment's length, where the limestone creates cool, shadowy corners, a variety of fends grow and thrive. These fragile plants have been growing on the earth for millions of years. Ferns do not have flowers or seeds. They reproduce mostly from spores. The Escarpment has the largest variety of ferns in Canada. In Grey and Bruce counties, 50 varieties can be found.
Escarpment wetlands support a tremendous variety of plant life, from familiar Cat's Tails and Water Lilies to Wild Ginseng and colourful gardens of wildflowers. In Cootes Paradise, a large marsh near Hamilton, an amazing 936 different kinds of plants have been identified.
As we follow the Escarpment south into the Niagara Peninsula the forest begins to change. The Carolinian Zone is a unique region with more species of plants and wildlife than any other life region in Canada. Unique species include Sassafras, Tulip Trees, Hickory, Black Walnut and American Chestnut. This very special corner of the Escarpment is part of an area that grows plants not found anywhere else in Canada. The Carolinian forests of the Escarpment are also home many bird species, many of which are vulnerable or threatened. | web | http://www.escarpment.org/_files/file.php?fileid=filerriCKGUGcr&filename=file_Flora.pdf | 0.482761 | {
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Marshmallow␣␣ Madness␣
Ruler Push Relay
Divide your students into equal teams and have them line up for a relay game. When you say go, they will use a 12-inch ruler to swat or roll large marshmallows down around a cone or another marker and back to where they began. Keep playing until everyone has had a turn. The first team finished needs to sit down in a line and raise their hands. This will let you know that they are done.
Spiritual Application: A ruler is a way of measuring and sometimes we measure or judge others unfairly because the very things that we condemn in them we are doing ourselves. See Matthew 7:1-5 about the standard that will be measured to us. But God has given us a "Golden Rule" of how to treat others and it's found in Matthew 7:12. | web | https://threethirtyministries.org/wp-content/uploads/2010/12/Ruler-Push-Relay.pdf | 0.449556 | {
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Year 4 Newsletter
DATES
INSET Day: 21.02.22
First day of term 4: 22.02.22
Yellow Day: 25.02.22
Elm Class Assembly: 02.03.22
World Book day: 03.03.22
Science Week: w/c 14.03.22
Easter Disco: 31.03.22
Last day of term 4: 01.04.22
HOME LEARNING
This is available online via ParentPay and Purple Mash, and will be sent home as a paper copy with pupils in the first week of term. There were some brilliant pieces of learning shared with the class last term we look for-ward to more of the same this term!
YELLOW DAY
25.02.21http://stmichaelshospic e.com/events/yellow-week.
A great opportunity to raise money and awareness for our local hospice.
WORLD BOOK DAY
https://www.worldbookday.com /
We will be celebrating World Book Day with our theme— animals in books on Thursday 3rd March 2022.
ENGLISH
MATHS
The pupils will start the term by exploring characterisations, focusing on the opening of their class text 'The Iron Man' by Ted Hughes. The pupils will use strategies to help them internalize the text. They will then use this to support them creating their own characterisation. Later on in the term they will explore explanation texts which will be linked to wider curriculum. The pupils will then end the term by exploring different forms of poetry then creating their own poems and performing these aloud.
Pupils will start the term by recapping their learning around fractions to support their continued learning around decimals. . This will then lead them on to applying this knowledge to the real-life context of money. We will continue to do daily reasoning and problem solving activities in order to promote maths mastery skills. Towards the end of term, pupils will explore converting units of time e.g. hours to minutes, days to weeks.
WIDER CURRICULUM FOCUS
This term's wider curriculum will allow the pupils to investigate and explore everything about electricity. They will be starting the term thinking about where electricity is used. They will then explore conductors, insulators and circuits. They will also find out about scientists in history and the impact these scientists have had on society!
In DT lessons, the pupils will find out about different structures around the world. They will then design their own structure which includes a circuit and finish by creating this using a range of materials.
EVOLUTION OF ME
TERM 3 HIGHLIGHT
During Chilren's mental helath week, Year 4 created plant pots and labelled them with the things in our lives that mean we can all grow together.
This term, pupils will explore the differences and similarities between people, They will be discussing what contributes to identity, and will learn to value and celebrate differences.
RE
This term in RE the pupils will be looking at Christianity with a focus on the life of Jesus and what he achieved throughout his life and the impact this had. This will then link in with Easter story. | web | https://resources.finalsite.net/images/v1645441184/brightonacademiestrustorguk/prfx8n3bj2xnmw1ljlp7/rsw-newsletter-year-4-2022-term-4.pdf | 0.515408 | {
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AIM OF STUDENTSHIP PROJECT:
* to produce a professional and informative video about the benefits of a Smirthwaite product for a child with a specific disability.
* to provide an opportunity to gain knowledge and experience of use of specialist seating for children with a disability
* to provide an opportunity to plan and create an informative video.
ABOUT SMIRTHWAITE:
* market leaders in the manufacturing and design of equipment for children and young adults with mild to complex special needs and postural requirements.
* been designing, manufacturing and selling equipment for children and young people with special needs for nearly 30 years.
* extensive range of specialist products relating to seating, standing, toileting, bathing, changing and showering.
HOW DOES IT WORK:
The Smirthwaite Studentship projects will:
* be completed by two students during the summer of 2019
* be located at PAHC
* be supervised and supported by an occupational therapy lecturer
* require the students to plan and create a three to five minute video to demonstrate the benefits of a specified Smirthwaite product for the participation of a child with a specific disability.
* The video will be used as an educational and promotional tool for carers, parents, therapists and Smirthwaite staff and will form part of Smirthwaite's online information bank on the new website
WHO IS ELIGIBLE TO APPLY?
* Second year BSc OT students
HOW MUCH MONEY IS AVAILABLE?
* Each successful applicant will receive a bursary of £360
HOW LONG WILL THE PROJECT TAKE?
* Approx. 40 hours. This can be done a part-time or fulltime basis.
* Details to be discussed.
HOW DO I APPLY?
* Submit a short Personal Statement about yourself,
giving reasons for wanting to apply for this Smirthwaite studentship (up to 500 words)
* Send via email to [REDACTED_EMAIL]
* Closing date: Wednesday 30 January 2019 at 4.00pm
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Why Blood Test Analysis is Essential for Optimal Health
Wouldn't you like to know where you stand in the big health picture? Blood tests are a good way to catch red flags early, before they even become "pink flags". Detailed computer reports can help analyze trends before they manifest into full-blown problems showing up out of lab ranges.
When you are exposed to "Optimal Values" and not just upper and lower limits of full blown disease, you are able to assess concerns that have been "flying under the radar".
Extensive testing beyond the typical blood test can uncover a bigger health picture; for instance, a typical blood test will not flag glucose until it reaches 100 (some labs won't flag it till it reaches 110!), whereas catching it in the 90's is proactive and can increase optimal health!
Nutritional supplement recommendation can establish a protocol for improving values.
Your practitioner has a program that will analyze in detail, provide optimal ranges, and suggest the nutritional protocol best suited to individual needs based on unbiased lab values.
Take Glucose as an Example:
Diabetes and hyperglycemia is rampant in the US. Most labs will not flag glucose until it reaches at least 100 (on one lab result where the patient's glucose was 109, the lab range upper limit was 110, and there was no indication that glucose levels were much less than ideal.)
However, catching glucose when it is out of optimal range, in the 90's, allows focus on attention to decreasing the glucose levels. Additionally, and very importantly, Snapshots in time of glucose readings don't catch reactive hypoglycemia!!! More testing is indicated to get a true picture of what the blood sugar has been OVER TIME. Many people with single low blood sugar readings are low on the day they are tested, but with reactive hypoglycemia, can go dangerously high on other days.
Dr. Oz pointed out a recent Japanese study looking at high blood sugar. Scientists reported that having diabetes doubled the risk for Alzheimer's, but what was REALLY interesting about the study is that they found that if people had lab values that were over 92 (optimal range is 75-89) the risk was still increased!!! Brain insulin resistance is an early and common feature of Alzheimer's, but the recent research indicates that elevated blood sugar out of the optimal range, but not necessarily out of the lab range, needs attention if we are to optimize our health outlook.
Talk to your practitioner today about optimizing your health outlook!
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ANNUAL REPORT 2022-23
Brief History / Review about School,
The School as a sapling from 2008 has grown as a tree of knowledge, all these 15 years. Academic excellence at all levels in the schooling is a matter of pride, it doubles up when we see and hear our students who pass out from our institution have inherited the values and have excelled in different professional zones.
The school has created an excellent platform for every student to showcase their talents in all the fields, be it Tabla, Skating & Music. The school had implemented Abacus catering to mental ability skills the Talent Sports Club – Swimming , Badminton and Table Tennis periodic up gradation in maintaining the educational excellence by in service training sessions for the Teaching faculty has helped the school to tread forward all these 15 years.
Every year the outgoing Class X Students are nominated for the Best Boy/ Best Girl category and assessed for their caliber, mental skills and are honoured during this day with a cash prize, citation, memento in the name of Smt Drakshayani Kalyanshettar- Director of J K Education Society. Every student is considered as a precious gem giving a chance to participate in every competitionboth in Academic and Non-academic categories.
Academics:
Cultivating essential skills by giving them exposure in varied fields & involving them in life skills, value education & sustainable developmental programs, building a participatory classroom culture has all helped our students to excel in academic performance in CBSE Board Exams with 100% Results, increase in the percentage graph along with the number of students in the meritorious category, has indeed brought laurels to the institution and the entire team. These Students are honoured with cash prize, Citation & trophy in the name of Late Shri Channabasappa Kalyanshettar .
Frequent review of the Child's progress along with the teaching faculty and parents have helped to bridge the gap and bring about excellence in learning skills.
Co- curricular Activities & Celebrations:
Every year the Calendar of Events are drafted and students are involved in different activities, Celebrations & Competitions. In this category it was World No Tobacco Day, World environment Day, World Music & Yoga day, school Parliament formation, world Population day, Hindi Diwas, Kargil Vijay Diwas, Gratitude & Respects to Doctors on Health & Hygiene Day, Plastic free surroundings, Har Ghar Tiranga – waste to best – waste to wealth, National Celebrations- Independence Day, National Sports Day, Gandhi Jayanti,National
Unity Day, Karnataka Rajyotsav Celebration, Kanakadasa Jayanti, Navy Day etc. Students had put their creative hands in making eco friendly Ganesha Idols.
Apart from these students are involved in Science, Social, Hindi , literature ,Math Club Activities, Outfield Visits to Parle-G Factory, Deshpande Startups & FCI Ware House.
Students were involved in Hindi Day Competitions, Children's Day Competitions , Picnics & Excursions, Annual Sports activities & now the much awaited Cultural Events.
Annual Sports , Competition , and Achievement Prizes were presented to the Shining Starts by renowned Sports Personalities in December month.
Students had participated in endless inter school competitions, they were successful and in a few they were not able to establish their success, but it has definitely given them a base to work out for success.
HDFC Quiz, Red FM Participation, Patriotic Singing Competition, Elocution & quiz by Railways, Drawing Competition, Pick & Speak, Debates and Departmental Pratibha Karanji- Cluster & District level , Shloka, Vachana, Bhagvadgeeta Competitions .
Orientation & Seminars (Students ) :
Students were given guidance and counseling by renowned personalities in the field of Medical Science , philosophical sessions through Bhagvadgeeta from Swarnavalli Mahasamsthana Bhagvadgeeta Jayanti Abhiyan .
Orientation & Seminars (Parents ) :
Orientation program for parents were with eminent personalities like Dr. Ranjana Ranade Mayya, Mrs. Vidhula Haldipur, Mr. Sheshachal Bhat, Mrs. Pratibha Prakash, Mrs. Vaishnavi Hangal, Mr. Mutturaj badiger on Good Parenting Methods Techniques & increase in learning abilities.
Teaching faculties are on constant online / offline training sessions to keep themselves abreast with innovative teaching learning strategies as prescribed by the CBSE Board.
Team has taken up continuous effort to uplift every student's Academic excellence and also guide , train for inter school competitions and events.
I , on behalf of entire team take this opportunity to Thank all the Parents for their kind Co-operation, involvement & suggestions which have made us grow all these years. | web | http://nebula.wsimg.com/e9a2cd88efba505852a887fda0fb931a?AccessKeyId=9EF37C3C39B065AA45B5&disposition=0&alloworigin=1 | 0.475875 | {
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Lived in a house (no longer standing) where 9 South Parade stands today
PLAQUE No. 9
Neither Albert's father, Edward Wyatt, who was originally from Finstock, Oxfordshire, nor his mother, born in Brailes in 1862, had any early connection to Harbury. When they married in 1879 he was a labourer at Chesterton, she a servant in Dunchurch. However, following their marriage they set up home in Farm Street, Harbury.
In 1879 their first child was born, also called Edward, and he was soon followed by Ellen, Harry, Emily, Albert (in 1897) and finally William, in 1901. Albert, as with all his siblings, was born in Harbury, though his birth was registered in Southam.
By the time of his youngest sibling's birth, the family were living in Temple End, Harbury. By 1911 the family had moved to South Parade, and the male members of the household were working as farm labourers.
Edward's family at this time lived only three houses away from one Edward Cooper, a man who appears to have enlisted with Albert when war broke out on 28 July 1914. Albert joined the 1 st Coldstream Guards as a Private. Like many young men of the time, he was probably taken with the idea of charging into battle against the enemy, his head filled with a sense of patriotism and duty, and the glory and honour to be found in battle.
Harbury World War 1 Memorial Trail
Remembering the men of Harbury parish who fell during the first world war in service of their country.
Harbury Parish Council | www.harbury-pc.gov.uk/worldwar1.htm
On 23 January 1916 Albert was killed in action. He fell in Flanders and was buried in Pas-de-Calais.
His mother and his siblings published a notice in the Leamington Courier on Friday, 2 February 1917 marking the first anniversary of his death.
Like many others on the battlefields of bodies, heat, pain and blood, he is 'gone but not forgotten.' | web | http://harbury-pc.gov.uk/ww1/pdfs/33-wyatt-av.pdf | 0.507064 | {
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Sunday, April 4, 2021 Easter Sunday, Year B
Mark 16:1-8
1When the sabbath was over, Mary Magdalene, and Mary the mother of James, and Salome bought spices, so that they might go and anoint [Jesus' body]. 2 And very early on the first day of the week, when the sun had risen, they went to the tomb. 3 They had been saying to one another, "Who will roll away the stone for us from the entrance to the tomb?" 4 When they looked up, they saw that the stone, which was very large, had already been rolled back. 5 As they entered the tomb, they saw a young man, dressed in a white robe, sitting on the right side; and they were alarmed. 6 But he said to them, "Do not be alarmed; you are looking for Jesus of Nazareth, who was crucified. He has been raised; he is not here. Look, there is the place they laid him. 7 But go, tell his disciples and Peter that he is going ahead of you to Galilee; there you will see him, just as he told you." 8 So they went out and fled from the tomb, for terror and amazement had seized them; and they said nothing to anyone, for they were afraid
OPEN
*
What do you like to do on Sunday Mornings?
* What "incredible" event would you dis-believe were it not that you saw it with your own eyes? Try now to convince another person that it really happened, even though they weren't there to see it for themselves. What difficulties do you experience in the retelling of your eyewitness account?
DIG
* Why do you think the women go tho the tomb at the time they do? What does this say about them? Where have their thoughts been since Friday?
* What potential problem looms ahead? What do they find instead? What do they fear? Seeing the empty tomb and the man sitting beside it, what thoughts are racing through their minds?
* Do you think they believed the man? Hos do their actions support your answer?
* Why do you think the angel asked them specifically to speak to Peter? What does this tell you about Jesus' plans for Peter?
REFLECT
* Would you have had trouble believing the angel's words? Why or why not?
* Who did Jesus send to you to tell you he had risen? Did you have trouble believing that person? How were you finally convinced of Jesus' resurrection?
* To whom is Jesus sending you with this message? How will you accomplish this mission?
* Where is you spiritual life focused these days: On Good Friday? Easter Sunday? Somewhere in between?
* What will you remember most from the gospel of Mark to sharpen your focus of who Jesus really is? | web | https://files.constantcontact.com/e4371cee701/65e1c8f8-3b0b-4502-bdf1-20e739cbc9d3.pdf | 0.478154 | {
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Transcription Guidelines for LA County Library Historical Digital Collections
- Transcribe the text as it is, including punctuation, misspellings, and abbreviations.
- Do not transcribe words that have been crossed out.
- You may correct a misspelled word by typing the correctly spelled word in brackets after the misspelling (e.g., werk [work]).
- If you aren’t sure of a word but want to take a guess, indicate with square brackets and a question mark, e.g. [Prentiss?].
- If you have an idea about what the word might be but can’t make it out, you can indicate that in brackets, (e.g., [town?] or [name?]).
- If you can’t make out a word at all, type [illegible]. If you spot [illegible] in a transcription someone else has worked on, feel free to correct it if you know what the word is.
- Don’t worry about formatting (e.g. underline, italic, bold, spacing, alignment, etc.).
- Do not transcribe hyphens or spaces in words that occur at line breaks.
- Contact us with specific questions or issues by emailing [REDACTED_EMAIL].
Updated: March 2019 | web | https://lacountylibrary.org/wp-content/uploads/2019/03/LACountyLibrary_TranscriptionGuidelines.pdf | 0.464377 | {
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Animal Habitats
Complete the five steps to earn your Animal Habitats Badge.
1. Find out about wild animals: Pick a wild animal to observe. Watch bears, wolves, penguins, koalas, baboons, giraffes and rhinos, or lions. Think about how they are different and similar to house pets.
2. Investigate an animal habitat: Learn about the habitats of different animals. For bears, wolves, and otters; red pandas, or cougars. You can also check out a local zoo's website for more information on animals and their habitats.
3. Create an animal house: Practice making your own nest and try this experiment:
a. Mix a package of Jell-O. Before it sets, put part of the liquid into a small container with a lid or sealed top, like a baby food jar or resealable plastic bag. Pour the rest into a mixing bowl.
b. Insulate the small container the way an animal might insulate its nest. You could bury the container in leaves and sticks in the yard or use materials in your house, like socks, to burrow it.
c. Keep the container in its warm, insulated place while the mixing bowl with the rest of the Jell-O stays out in the air – in the same area as your "nest" container.
d. When the bowl of Jell-O has set (gotten firm), uncover and check your "nest." If it's still liquid, you'll know your insulation would have kept the animals inside warm. If it set, try building your animal home again!
4. Explore endangered habitats: Learn about one of these endangered habitats. Then watch the attached video to learn more about sharing your knowledge with others.
5. Help clean up an animal habitat: Litter and Trash can destroy an animal habitat. Take a look outside at the habitat around you, go and find some trash to pick up to help make the habitat a better place. Remember to be safe and go with an adult and use gloves. | web | https://www.gscwm.org/content/dam/girlscouts-gscwm/documents/virtual/Animal%20Habitats%20Junior%20Badge.pdf | 0.432668 | {
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9 1136
2 SUPERVISOR'S USE ONLY
Tick this box if you have NOT written in this booklet
Level 2 Japanese 2022
91136 Demonstrate understanding of a variety of written and / or visual Japanese text(s) on familiar matters
Credits: Five
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
Pull out Resource Booklet 91136R from the centre of this booklet.
You should attempt ALL the questions in this booklet.
Answer in your choice of English, te reo Māori, and / or Japanese. If you need more room for any answer, use the extra space provided at the back of this booklet.
Check that this booklet has pages 2–6 in the correct order and that none of these pages is blank.
Do not write in any cross-hatched area ( ). This area may be cut off when the booklet is marked.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
QUESTION ONE: 日本のホームステイ (Homestay in Japan)
Read Text A on page 2 of the resource booklet.
(a) What surprised Anaru at his homestay?
(b) What advice does Anaru give, to help others avoid upsetting their host families?
QUESTION TWO: ぶんかさい (Cultural festival)
Read Text B on page 3 of the resource booklet.
(a) Why was performing at the event memorable for Amy?
(b) What are the similarities between Soran and haka?
QUESTION THREE: お正月 (New Year)
Read Text C on page 4 of the resource booklet.
(a) What is special about New Year's Day for families in Japan? Use examples from the text to support your answer.
(b) What similarities does Mari see between Japanese New Year and New Zealand Christmas?
QUESTION
Extra space if required. Write the question number(s) if applicable.
NUMBER
QUESTION
Extra space if required. Write the question number(s) if applicable.
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www.sendseedstoafrica.org
Please DO NOT use Genetically Modified Seeds(GM or GMO). Ask your seed provider and if they cannot give you written proof, do not buy the seed.
Try to save your own seed that you know is safe and you will get more money for your vegetables if they are organically grown, which means no pesticide use for the previous 5 years.
Botanical name: Brassica oleracea var. capitata
Plant type: Vegetable
USDA Hardiness Zones: 1, 2, 3, 4, 5, 6, 7, 8, 9
Sun exposure: Full Sun
Soil type: Sandy, Loamy
Soil pH: Neutral
Cabbage is a hardy, leafy vegetable full of vitamins. It can be difficult to grow; it only likes cool temperatures, and it can be a magnet for some type of pests. By planning your growing season and providing diligent care, you may have two successful crops in one year, both spring and fall. Many varieties are available to suit both your growing conditions and taste preferences.
Planting
Start cabbage seeds indoors 6 to 8 weeks before the last spring frost. See frost dates for your area here.
Harden off plants over the course of a week. To prepare soil, till in aged manure or compost.
Transplant outdoors 2 to 3 weeks before the last expected frost date. Choose a cloudy afternoon.
Plant 12 to 24 inches apart in rows, depending on size of head desired. The closer you plant, the smaller the heads.
Mulch thickly to retain moisture and regulate soil temperature. Practice crop rotation with cabbage year to year to avoid a buildup of soil borne diseases.
Although broccoli, cauliflower and cabbage are closely related, cabbage will not tolerate them. Also avoid proximity to strawberries and tomatoes.
Cabbage can be grown near beans and cucumbers.
Check out our chart of plant companions for an expanded list of friends and foes.
Care
When transplants reach 5 inches tall, thin to make sure they are still the desired length apart. (The plants you remove can be transplanted elsewhere in your garden.)
Fertilize 3 weeks after transplanting.
Keep soil moist with mulch and water 2 inches per week.
Pests
Imported Cabbageworms Aphids Cabbage Root Maggots Flea Beetles Splitting
Harvest/Storage
Harvest when heads reach desired size and are firm. This will take around 70 days for most green cabbage varieties. Most early varieties will produce 1- to 3-pound heads.
Cut each cabbage head at its base with a sharp knife. After harvesting, bring inside or put in shade immediately.
To get two crops from early cabbage plants, cut the cabbage head out of the plant, leaving the outer leaves and root in the garden. The plant will send up new heads—pinch them off until only four or so smaller heads remain. When these grow to tennis-ball size, they'll be perfect for salad.
After harvesting, remove the entire stem and root system from the soil to prevent disease buildup. Only compost healthy plants; destroy those with maggot infestation.
Cabbage can be stored in the refrigerator for no more than two weeks, wrapped lightly in plastic. Make sure it is dry before storing. In proper root cellar conditions, cabbage will keep for up to 3 months. See our article on root cellars. | web | http://sendseedstoafrica.org/wp-content/uploads/2014/02/Cabbage.pdf | 0.498728 | {
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Around the Schools
Kindergarten Family Inquiry Day
A Kindergarten Family Inquiry Day at Bassett Elementary allowed parents and children to rotate through six stations that focused on the transdisciplinary themes of IB – Who we are, Sharing the planet, How we express ourselves, How the world works, How we organize our selves and Where we are in time and place. There were fun activities at each station and the children had 10 minutes then rotated to the next station. It was designed to bring aware ness to the 10 attributes of the IB learner profile. Children received passports and got stamps at each station ( risk taker, principled, etc). Parents spent an hour in the classrooms looking at their children's portfolios with them which was led by classroom teachers Chelsea Diso and Megan Morris, and the other hour going thorough the stations. The program was cre ated by Bassett speech therapist Kathy Burkart and student teacher Jackie Simon.
TechMate Earns National Title in Invention Competition
WHS senior Chris Tsuei won first place and the national title in the TechDi rections magazine annual Inventors Award competition. This year students were challenged to devise ways to generate power in emergency situa tions caused by natural disasters. Chris invented an integrated plug-in sys tem of piezoelectric roof shingles that capture the energy in falling precipi tation.
Senior Robert Slater won an Honorable Mention for his above-the-clouds solar panel system. To see illustrations and full descriptions of all the top in ventions visit TechDirections magazine's site.
Kickstarter Campaign for an ELF
LBMS technology/engineering teacher Kurt Thonnings launched a Kickstarter campaign to raise money for an ELF (Electric, Light, Fun) velomobile, a hybrid between a bicycle and an electric car. Thonnings plans to use the ELF in his classroom to study simple systems, alternative energy, green transportation and mechanical motion/design. LBMS art teacher Kristen Regas will use the ELF as a platform to teach custom paint schemes. Physical education/health teacher Marcia Faber will use the ELF to promote exercise and keeping fit with bicy cling. DARE Officer Keenan Cook will use it to discuss bike safety. Check out the Kickstarter page at https://www.kickstarter.com/projects/64133772/study-theelf?ref=home_location
Holocaust Education Program
Echoes and Reflections will explore how to teach about the Holocaust, as well as other episodes of genocide in history. The event will be held June 26 at Walsh University in North Canton. For more information visit http://www.holocaustandhumanity. org/education/ohio-council-on-holocaust-education/. Regis ter by June 6. Questions can be directed to Marilyn Feldman at [REDACTED_EMAIL] or [REDACTED_PHONE]. The program is sponsored by the Center for Holocaust and Humanity, Walsh University and the Ohio Council on Holocaust and Genocide Education.
ESC Offers Learning Opportunities
The Educational Service Center of Central Ohio is hosting a va riety of learning opportunities during the June Academy. Top ics include: Performance Task Design, English Language Arts and Math Common Core, Project-Based Learning, Blended Learning/Teacher As Architect, Depth of Knowledge/Assess ment Design, online courses and workshops.
Visit www.escco.org or browse the full June Academy bro chure at http://www.escco.org/Achievement/Documents/ June%20Academy2_links.pdf. A design-your-own Ashland graduate credit option is available for an additional $249/ hour. Contact Sandy Denney at [REDACTED_EMAIL] or [REDACTED_PHONE] for registration assistance.
The Stork Report
Valerie Pace, school psychologist at Bassett and LBMS, and Rob Pace, Do ver physical education teacher, welcomed McKenzie Jean Pace on April 29 at 8:35pm. McKenzie came in at 6 pounds, 15 ounces, and measured 18 inches long. Congratulations to the Pace, Bassett, Dover and LBMS families on this latest addition. | web | https://www.wlake.org/uploaded/Departments/19May2014ATS.pdf | 0.441281 | {
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Text: Is the LORD among us or not? (Exodus 17:7b)
Jesus answered her, “If you knew the gift of God, and who is it that is saying to you, ‘Give me a drink,’ you would have asked him, and he would have given you living water.” (John 4:10)
For a couple of months I’ve been doing hot yoga on Friday mornings. “A man of your age?” some people ask with a shocked expression. Others simply say, “Eeew!” Then they ask “How hot is it?” I try to locate my yoga mat in the back of the room near the thermostat. From my observation the class begins with a room temperature between 88 and 92 degrees and gets to about 98 to 102 degrees by the end of class. I’ve learned that heat is a matter of mind over matter; if you don’t mind, it doesn’t matter.
The first time that I attended the class I did not know that I was supposed to bring water. This was a mistake, obviously not fatal, but a mistake nevertheless. I was not only soaked but slightly dehydrated. It took me a couple of days to become fully hydrated.
There are in life two kinds of thirst: physical and spiritual. In our Old Testament lesson, no sooner had the people who would become Israel left the chains of Egyptian slavery behind than they find themselves in a wilderness desert with no water. They are thirsty and complain to Moses. “Did you bring us out here to die of thirst as well as our children and cattle?” Moses turned to God, “God, help me. We are thirsty and they are about to stone me. I do not know what to do?”
The Lord responded to Moses and reminded him of the staff that he used to strike the Nile River and turn it blood red. “Take your staff and go, with elders from the people, to a rock that I will show you. Strike the rock and water will flow from it.” Moses did as God said and the people had water to drink.
But there was also a spiritual thirst in this story for the people of Israel found themselves between a Promise and Fulfillment. The wilderness was not just a place but a state of mind. (Terence E. Fretheim, Working Preacher commentary of Exodus 17: 1-7) “Is the Lord among us or not?” Moses asked. Do we believe that God is with us not only in our mountaintop experiences but even when we walk through Life’s dark valleys of fear and doubt, turmoil and trouble? “Faith is the assurance of things hoped for,” the writer of the Letter to the Hebrews said, “(and) the conviction of things not seen.” (11:1)
In the gospel lesson context is important. Each of the gospel writers took the stories of Jesus that were familiar to their own faith community and wove them into a narrative, a type of catechism, if you will, in order to tell others who Jesus is. In the case of the Gospel of John, at the end of the 20th chapter the writer states that Jesus did many other things that are not written in this gospel, but that “these things” were written so that the readers might believe that Jesus is the Christ, the Messiah, the Son of God, and in believing have life.
In John’s gospel there is an overriding motif of light and darkness. From the opening chapter we read that Jesus is the light of God that shines in the darkness of the broken world. Those who come to the light are children of God, but unfortunately much of the world preferred darkness because of their deeds.
Immediately before today’s lesson we have the story of a Pharisee named Nicodemus, a teacher who should have known who Jesus wasn’t but who didn’t. He comes to Jesus under that veil of darkness. He doesn’t understand; he doesn’t understand that the movement of God is like the wind; we do not know where it comes from or where it goes but we can feel in on our skin and see it in the world around us. It seems that at the end of chapter 3 Nicodemus is left in the dark. In all fairness to him, though, at the end of John’s gospel Nicodemus accompanies Joseph of Arimathea to claim the broken body of Jesus after the crucifixion. It would seem, then, that eventually Nicodemus walked in the light of God’s love revealed in Jesus Christ.
Contrast the story of Nicodemus with the story of a Samaritan woman who approaches Jesus in the bright light of the noonday sun. Nothing is hidden, and in her encounter with Jesus the woman quickly realized that Jesus knew her as nobody else ever had. Jesus knew her in the same way that the Psalmist spoke of God in the 139th Psalm. “I saw you being knit together in your mother’s womb…I saw you being formed in the depths of the earth…I knew the number of your days before even one existed.”
Through the centuries the unnamed Samaritan woman has been portrayed in an ignoble light. But there is no sense of shame here. Rather Jesus knew that she had been a woman unlucky in love either because of death, divorce or both. You may remember that according to the custom of Levirate marriage, a widowed woman with no heirs was taken into the household of her husband’s brother.
As she begins to see Jesus as a prophet she returns to her village to tell others. At this same time the disciples, those who walked with Jesus, saw what he did, and heard what he taught returned to Jesus without having told anyone anything about him. They stayed in their own little comfort zone. Speaking to the disciples then, and, I believe us today, Jesus said,
“Look around you and see that the fields are ripe for harvest.” There are many people in our community who do not know the unconditional love of God revealed in Jesus. There are people who have been judged and found wanting by their communities. There are people who are hungry, physically and spiritually, and need to be fed, fed by our actions and words, if that be necessary. We are called to be the laborers who both sow the seeds of God’s love and reap the harvest of the seed that had been sown by others before us.
In this season of Lent, let us not give something up but rather invite someone in.
To God be the glory. Amen. | web | https://www.ffcpeoria.com/wp-content/uploads/2020/03/3-15-2020-Sermon-Krummel-Dying-of-Thirst.pdf | 0.495235 | {
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Federation Walks Weekend
Friday 30 Oct - Sunday 2 Oct 2022
FedWalks2022 WALKER RESPONSIBILITIES
We ask all walkers to accept the following basic responsibilities to enable everyone to enjoy their walks and to help ensure the safety of all participants and protection of the environment.
* Participate on walks that are suited to your experience and capability.
* Always respect the walk leader's judgment.
* Be considerate of others in your party and groups you may meet.
* If walking in front, stop at intersections and track junctions. Wait for the group to catch up.
* Keep the walker in front and the walker behind in sight. Go at the pace of the slowest walker. If you lose sight of the person in front of you, particularly if off track, call out for the group ahead to slow down.
* If you wish to leave the track for any reason, inform another member of the group and leave your pack or walking poles on the track, on the side where you are going off track. Take note of the direction and distance you travel from the track, to enable you to safely return to the track. The whip will wait for you.
* If you become separated from the group, STOP. WAIT. Call out or blow your whistle. DO NOT MOVE. Do not try to find the group – the group will find you.
* Carry adequate food and water for the walk you are on. On warm days carry extra water.
* Wear strong and comfortable footwear.
* Be prepared for changes in the weather and an emergency; carry wet weather gear, extra clothing layers, a few provisions, a first aid kit, whistle and sunscreen at all times.
* Carry your completed 'Participants Emergency Contact & Medical Information' form, laminated or in a waterproof envelope in an outer section of your pack.
* Carry your personal medication. Advise the Walk Leader of any medical condition which may affect you adversely on the walk.
* Inform the Walk Leader immediately if you feel unwell, are experiencing pain, discomfort or have equipment failure, or an incident occurs.
* Adhere to cautions. Take care when negotiating hazards. Treat all logs, rocks and bare earth as if they are slippery, watch and be aware of trip hazards - watch your footing at all times. Walking poles are recommended for most walks.
* If you feel uneasy about any situation, please advise your leader or a fellow walker so they can assist you.
* Respect flora and fauna. Minimise any damage or disturbance that your presence may cause.
* Always walk on the track.
* Bush toilet etiquette requires human waste to be buried 15cm down and no less than 100m from a watercourse.
* Carry out all rubbish, including food scraps. | web | https://fedwalks.org.au/wp-content/uploads/2022/09/FedWalks-2022-Walkers-Responsibilities.pdf | 0.52805 | {
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WHY: Decrease gas, bloat, abdominal distention, diarrhea, abdominal pain.
FODMAP is an acronym used to describe a group of carbohydrates that can be poorly absorbed in the small intestine and rapidly fermented by bacteria to produce gas. This can lead to bloating, excess gas, pain and nausea. They can also change how fast or slow food moves through the intestines causing diarrhea or constipation.
Some individuals are more sensitive to these foods than others. The low-FODMAP diet reduces these carbohydrates in a person's diet to temporarily control their symptoms, but it is not meant to be followed long-term. Individuals who may benefit from a low-FODMAP diet include those with irritable bowel syndrome, inflammatory bowel disease, celiac disease, and more.
FODMAP stands for Fermentable Oligo-Di-Monosaccharides and Polyols
Examples of FODMAPs include:
- Fructose (in excess) found in certain fruits, honey, and high fructose corn syrup
- Lactose: milk and milk products
- Fructans: wheat, onion, garlic, and inulin
- Galactans: legumes such as chickpeas, beans, lentils
- Polyols: peaches, cauliflower, mushrooms and often added as artificial sweeteners
To ensure success, it is highly recommended that you seek guidance from a Registered Dietitian who is experienced with the low-FODMAP diet. The dietitian will ensure that your diet remains nutritionally adequate and that you will be provided with suitable food alternatives. Generally, the low-FODMAP diet is followed for 2-6 weeks, followed by reintroduction to test tolerance to each FODMAP category.
* Oats (limit ½ cup dry rolled or ¼ cup dry quick cooking)
* Quinoa
* Corn tortillas, polenta, popcorn, corn flakes
* Buckwheat (soba noodles)
Millet
*
* Avocado (1/8 whole)
* Strawberries
* Banana (firm, no brown spots)
* Raspberries (limit to 30)
* Cantaloupe and honeydew (½ cup)
* Blueberries (heaping ¼ cup)
* Oranges, clementine, tangerines
* Kiwi
* Grapes
* Pineapple
* Guava, papaya, passion fruit, dragon fruit
* Raisins and craisins (1 tablespoon)
* Pomegranate (¼ cup seeds)
* Dried coconut (¼ cup)
* Bean sprouts
* Beets (2 thin slices, ½ cup canned, or 2/3 cup pickled)
* Bell pepper
* Brussels sprouts (2 sprouts)
* Broccoli (limit to 2 cups)
* Butternut squash (1/3 cup)
* Carrots and parsnips
* Cabbage
* Celery (¼ stalk)
* Cucumber
* Corn (½ cob)
* Eggplant (1 cup)
* Leafy Greens: spinach, kale, collard greens, romaine, leafy lettuce, etc.
* Green beans (15-20 whole)
* Olives
* Oyster mushrooms
Fruits
Vegetables
* Gluten-free products containing pear juice, honey, etc.
* Apple
* Blackberry & boysenberry
* Apricot
* Cherries
* Figs
* Dates
* Mango
Nectarine
* Peach
*
* Pear
* Plum Prunes
* Persimmon
* Tamarillo
* Watermelon
* Artichokes
* Cauliflower
* Asparagus
* Garlic
* Mushrooms
* Leeks
* Onions
* Scallions (white part)
* Shallots
* Sauerkraut
* Sunchokes
* Olives
* Paprika
* Oregano
* Parsley
* Salt
* Rosemary
* Scallions (green parts only)
* Turmeric
* Soy sauce
* Vinegar
www.monashfodmap.com www.ibsfree.net -Flavor without FODMAPs Cookbook by Patsy Catsos, MS, RDN, LDN
www.katescarlata.com
Shepherd, Sue, and Peter Gibson. The Complete Low-FODMAP Diet: A Revolutionary Plan for Managing IBS and Other Digestive Disorders. New York: The Experiment, LLC, 2013. Print
Halmos, Emma, et al. "A Diet Low in FODMAPs Reduces Symptoms of Irritable Bowel Syndrome." Gastroenterology 146.1 (2014): 67-75. Print.
Barrett, Jacqueline, and Peter Gibson. "Fermentable oligosaccharides, disaccharides, monosaccharides and polyols (FODMAPs) and nonallergic food intolerance: FODMAPs or food chemicals?" Therapeutic Advances in Gastroenterology 5.4 (2012): 261-268. Print.
Mullin, Gerard, et al. "Irritable Bowel Syndrome: Contemporary Nutrition Management Strategies." Journal of Parenteral and Enteral Nutrition. 38.7 (2014): 781-799. Print. | web | https://www.oregonclinic.com/sites/default/files/documents/the_low_fodmap_diet_dec_2019.pdf | 0.425241 | {
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José María Morelos
(1765-1815)
Hero of Mexican Independence
FIRST PHASE OF MORELOS' LIFE
SECOND PHASE OF MORELOS' LIFE
1810-1815
1812
1812-1813
[REDACTED_PHONE]
1814
1815
royalist forces in París, Cosío, and Fuentes, thereby controlling the entire state of Guerrero.
Years of Morelos' second campaign
The Spanish viceroy Venegas concentrates the Spanish army in Puebla, México.
Meanwhile Morelos' forces occupy Cuernavaca, not far from Puebla. Then Morelos attacks the royalist troops in Cuautla with a 1,000 foot soldiers, 2,000 on horseback, three brigades each led by Galeana, Bravo, and Matamorelos, 300 criollos from Zitácuaro, and 1,000 Indians "for support activities". The royalist forces win this battle, and Morelos and a few of his troops succeed in escaping alive.
Years of Morelos' third campaign
Morelos reorganizes his army with 5,000 men, and he marches on Oaxaca, which he captures in November, 1812.
The next year he reoccupies Acapulco.
In 1813, the National Constitutional Congress (Congreso Nacional Constituyente) meets in Acapulco; Morelos is named gerneralísimo and he is given the title of alteza (highness), but Morelos rejects such a title. He prefers the title of Servant of the Nation (Siervo de la Nación).
On November 6, 1813, Morelos signs the Acta Solemne de la Declaración de Independencia de América Septentrional (Declaration of Independence of North America).
Years of Morelos' fourth and last campaign.
Morelos arrives at Valladolid with a force of 5,000 men, but Agustín de Iturbide, the general in charge of the Spanish royal forces, attacks Morelos' encampment and defeats Morelos' insurgent army.
Morelos' brigade commander, Matamoros, is seized by the Spanish forces.
Meanwhile, Morelos flees with the Spanish royalists hard on his trail.
During Morelos' flight he kills all his royalist prisoners.
Late this year Morelos attends the insurrectionist congress in order to complete the constitutional degree declaring freedom for "Mexican America" (la América mexicana).
(May) Morelos once again flees from Iturbide.
(September) The freedom fighters escape to Tehuacán.
(November 3) Morelos is captured by Iturbide's forces.
(December) Morelos, as a priest, is jailed by the Inquisition in Mexico City. After reviewing the Inquistion's report on Morelos, the Catholic Church condemns him as a heretic; he is defrocked; and he is ordered sent into exile to Africa. Then the Church hands him over to the civil authorities for sentencing by Viceroy Venegas.
(December 22) Morelos is executed by the Spanish troops under the viceroy's authority. Morelos is interred in the Catedral Metropolitana at the heart of Mexico City.
Morelos is considered by Mexicans and by Mexican historians as one of the two main heroes of Mexican independence. | web | http://xochitl.net/hum2461/lecturenotes/19centuryfile/morelos.pdf | 0.440274 | {
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S2
S3
Angles and Cirlces
Trigonometry
Personal Finance and Money
Ratio and Proportion
End of Level 4 Assessment
Patterns and Sequences
Further Percentages
Maths Impact on the Real World
Gradient and Straight Line
Enlargement and Reduction
Data Analysis and Probability
Easter Holidays
Rotational Symmetry
Formulae
Scientific Notation
Area and Surface Area
Volume
Factorising
Mat
h
s Faculty Courses and Pathways
October/November S2
4th Level
Rounding, Estimation and Tolerance
Powers and Roots
Pythagoras' Theorem
Circle
Christmas HOLS
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Powered by TCPDF (www.tcpdf.org)
The phrase appears in many places, with more or less similar variants: it is better to be a good person than to believe in a religion.
The phrase shows its complexity when compared to similar phrases that could be elaborated by your side. Here are some of them:
It's better to be a good person than to love your own country. It's better to be a good person than to have a certain identity card. It Is better to be a good person than to vote left/right. It'S better to be a good person than to have college degrees. It'S better to be a good person than to know languages. It'S better to be a good person than to think autonomously.
Each of those possibilities (and many more could be added) seem to be in the way of being a good person with some kind of thinking or some characteristic of people.
To be a good person with religion, or with generic political proposals, or with the greatest (or lesser) love of one's own country, is problematic.
Why? Because It would seem that the pursuit of kindness could put aside many other things when in fact it is compatible with those things, and in no few cases needs some of them.
Thus, an authentically religious man, who seeks the truth about God and how to relate to Him, would not only be a good person but would even work seriously for improvement in his personal and communal life.
Therefore, it is not correct to strike a good person by reaching other qualifications that are compatible with ethical life. What is not only correct, but also necessary is to analyze what activities and ways of thinking harm the kindness of people, and which promote and preserve it.
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Creating a Single PDF for Class Test or Exam upload using Microsoft Word
This guide was made with an HP Elitebook running Windows 10 and using Microsoft Office 365
There may be subtle differences in the visual aspects if you are using older or newer versions of the software
Created by:
Dr Brian Chalmers (bac8) - Windows Dr Neil Keddie (nsk) - iOS
Last updated: 9
th
April 2020
If you have a set of photos that you wish to transform into a single PDF, the simplest method is to use MS Word.
Open MS Word.
In the Layout Tab set:
* Size to A4 (210 mm 297 mm)
* Orientation to Portrait
* Margins to Narrow (12.7 mm)
In the Insert tab, select Pictures.
Choose This Device
A window will now open for you to select the image you wish to insert.
At this point, with the picture selected, in the Picture Format tab, you may wish to Crop the image to a suitable size.
You can then resize the image to make it fit the page. See next page for example.
Uncropped
Cropped and resized to fit the page
Repeat the process of adding images, cropping and resizing them. It may be sensible to zoom out to see the whole page or multiple pages at once e.g.
Once you have all the images, go to Save As, choose PDF (*.pdf) from the drop-down menu and give the file a suitable name.
You can now upload this newly created PDF directly to MMS | web | https://teachchem.wp.st-andrews.ac.uk/files/2020/08/PDF-from-photos-Windows.pdf | 0.508035 | {
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Book of Mormon Sunday School Lessons, December 1932
Author(s): Alfred C. Rees, James L. Barker, and Horace H. Cummings
Source: *The Instructor*, Vol. 67, No. 10 (October 1932), pp. 580-581
Published by: The Church of Jesus Christ of Latter-day Saints
LESSONS FOR DECEMBER, 1932
Ages 15, 16, 17.
Concert Recitation for Month
(Moroni 10:4)
"And when ye shall receive these things, I would exhort you that ye would ask God, the Eternal Father, in the name of Christ, if these things are not true; and if ye shall ask with a sincere heart, with real intent, having faith in Christ, He will manifest the truth of it unto you, by the power of the Holy Ghost."
First Sunday, December 4, 1932
Lesson 37. Prophecy on the Latter-day Restoration.
Text: I Nephi 13:1-11; 19-41; Sunday School Lessons, No. 37.
Objective: To teach that the Lord has planned the work in which we are now engaged.
To teachers: This lesson deals with the prophetic utterances of a great prophet, Nephi, who flourished nearly 600 years before Christ. Try to get your class to picture him and his surroundings. The great Nephitic people were just in the making; just a mere handful of people that were to be the children of destiny, to assist in playing an important role upon the religious stage. Who but a prophet could even venture a guess what events would transpire upon this land, affecting three groups, (1) the posterity of Nephi, (2) the posterity of Laman, (3) the Gentiles? Yet in today's lesson Nephi has described today's events with amazing accuracy and definiteness.
Let the lesson be read carefully, paragraph by paragraph and commented upon in the same manner. As the prophecy is read compare it with the fulfillment. For instance when Nephi speaks of the book which goes forth from the Gentiles, let the class give the history of the Bible, especially the New Testament; how it came into being, how it was disseminated, what it contained. Reference is made to the protection which will be afforded by the Lord to the Gentiles on this continent. This means the struggle of the Revolution. Let that be understood and when it comes to the coming forth of the book from Nephi's seed, see to it that the class understands that this is the Book of Mormon. At this point note how much importance Nephi places upon the functions of that book as a means of explaining the true gospel in simple words to the people of the world.
The final result of today's discussion should be an appreciation by your class that the restoration of the gospel, the bringing forth of the Book of Mormon was by no means an accident—but part of an eternal plan known to the Father and revealed to His prophets. This lesson should inspire faith in the divinity of the work entrusted to the prophet Joseph Smith and now being continued under the present leadership of the church; and finally the query to your class: What are we as individuals doing to preserve this Church?
Second Sunday, December 11, 1932
Lesson 38. A Bird's Eye View of the Gospel.
Texts: Scattered references; Sunday School Lessons, No. 38.
Objective: To teach that the Book of Mormon is a precious repository of gospel truths placed in our hands for our enlightenment and salvation.
To teachers: Before you come to class today, please spend several hours browsing through the Book of Mormon which you have attempted to teach this year. As you read, note the precious truths which come under your notice. A few suggestions to direct this little excursion appear on the leaflet. Now arrange these quotations just as you could flowers which are to be made into a bouquet. Arrange them according to subject matter, a paragraph here, a sentence there, etc.
Then, in the class, ask your members to read extracts that have appealed to them. Let them tell why these selected quotations possess value to them. When the resources of the class are exhausted, refer them to some of your findings, and have them commented upon. The experience should be refreshing and inspiring. It should be a sort of temporary farewell to a beautiful thing, with which they have been dealing. Let this leaving-taking from the Book of Mormon, create the secret wish on the part of your class, to return often to the Book, to reopen its pages to make it a continued source
of enlightenment of faith, of devotion to the principles of eternal truth. It is hoped that the class will feel that the year's work has brought them into intimate acquaintance with something precious, lovely, beautiful, exalting—for that is the contribution of the Book of Mormon to every one who will read it with a prayerful, appreciative heart.
Third Sunday, December 18, 1932
Quarterly Review.
Fourth Sunday, December 25, 1932
Christmas Exercises.
ETNA WARD SUNDAY SCHOOL, STAR VALLEY STAKE
T. W. Moesser, Bishop; W. A. Clark, First Counselor; Frank Bateman, Second Counselor; John E. Thompson, Superintendent; Robert Wolfley, First Assistant; R. C. Litchfield, Second Counselor.
Zion’s Hope is There
Where the western hills are sloping,
They have crossed the great divide,
There the Promised land is waiting,
With its valleys open wide,
There amid the Mountain bulwarks
Shall a Providence provide,
For Zion’s Hope is there!
The cavalcade has wended,
Over trail of death and pain,
And broken Hearts have languished
On the everlasting plain,
But on and up and over—aye
The summit they attain,
For Zion’s Hope is there!
A nation’s pride hath centered
Close beside the Inland Sea,
The wilderness hath blossomed
Into rich prosperity,
And Freedom shall encrown them
For a thousand years to be,
For Zion’s Hope is there.
—Bertha A. Kleinman. | web | https://www.archive.bookofmormoncentral.org/sites/default/files/archive-files/pdf/rees/2020-08-11/alfred_d._rees_james_l._barker_horace_h._cummings_i_67.10_book_of_mormon_sunday_school_lessons_october_1932.pdf | 0.500254 | {
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ACADEMIC ACCOMMODATION PLAN
AAP
❖ A document written by GCS Educational Support Coordinators/Director of Student Services with input from teachers and parents
❖ Students who require an AAP typically have been diagnosed with a disability, and may have had an IEP or 504 Plan while attending public school. Not all students who received special services in public school will necessarily require an AAP.
❖ Each AAP will have unique accommodations that are based on the needs
of each particular student
❖ Accommodations don't lower the expectations for what students learn, and they don't change what they are taught or tested on.
❖ Accommodations can involve changes to various things related to learning. Here are 4 categories of accommodations:
- Presentation: A change in the way instructions and information are presented
- Response: A change in the way a student completes assignments or tests
- Setting: A change in the environment where the student works
- Timing and Scheduling: A change in how much time a student has to complete a task, or being allowed to take breaks
❖ An AAP is not a legal document, but a GCS commitment | web | https://gilbertchristianschools.org/wp-content/uploads/2022/04/ACADEMIC-ACCOMMODATION-PLAN-Description-Document-pdf-1.pdf | 0.463611 | {
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The Grass is Not Always Greener…
Beverly Runton-Moorhouse
The grass is turning green and everyone has pre-emergent and fertilizer on the brain. We have to get out there and lay down the barrier that will keep that dreaded weed from sprouting up in our beautiful lawn. I bet you never thought of lawns as controversial but they are. Many people believe that it is their responsibility to their neighborhood to have a great expanse of beautifully manicured turf. Remember the advertisements about the bad neighbor who allows his dandelions to go to seed and blow into his neighbor's perfectly coifed yard? No one wants to be a bad neighbor, but from where did all of this "conditioning" come?
At this time each year there is a constant barrage of advertisements in newspapers, magazines, and television from garden tool, lawn mower, plant and seed companies and garden centers, and of course the fertilizer companies who would be happy if you fertilized your lawn every month!
Ok, I admit I was one of those people always struggling with the eradication of every last weed in my yard! It was a topic of conversation at parties and family get-togethers, a constant source of frustration and expense. Little by little as I got older, as my life was taken over by events, more and more other types of green began to creep into my yard, replacing the neatly trimmed, even colored expanse of green… Clovers, violets and yes, dandelions. Guilt began to replace the frustration I had been feeling. Then I took the Master Gardener class! Revelation! I learned all the reasons why that great, green expanse of grass shouldn't be lauded, in fact the opposite.
No matter how much fertilizer you put on your lawn, it can take up only so much. No matter how big the smorgasbord you provide, your grass will use only what it needs. Warm season grasses like Bermuda, Centipede, Zoysia, and St. Augustine should be fertilized in the spring when they are waking up and beginning active growth. Cool season grasses like the Fescues and Kentucky Bluegrass should be fertilized in the fall since they slow their growth during the summer months and begin active growth again in fall.
First, let me say I am not a "tree hugger", but my eyes have been opened to the damage excess fertilizer has on our environment, particularly our waterways. There can be too much of a good thing. When you feed your lawn, unused nitrogen is washed through the soil into the groundwater, rivers and into the ocean where the high levels of nitrogen can create algae blooms. An algae bloom steals oxygen from the water and can result in fish kills and death of plant life in the oceans….dead zones.
When it was introduced, nitrogen was thought to be the panacea for earth's starving population by helping to increase food production. It is still serving that purpose, but now it is being recognized as a serious threat, mainly because of its overuse. Besides the problem with algae blooms, nitrogen overload can reduce the amount of other nutrients in the soil resulting in "dead soil" and besides that, fertilizer is expensive! If you are over-fertilizing your yard, you may as well be throwing dollars into the ocean because that is where most of your fertilizer is going.
Needless to say I have learned to appreciate the 'other' green in my yard. The clover, violets and dandelions provide nectar for the bees and food for the wildlife (and salad fixin's)…but that is a story for another time.
If you want to know what kind of grass you have in your yard, contact a Master Gardener. Master Gardeners are available in person at the Main Street Library on Tuesdays from 11:00am – 1:00pm or by phone on Thursdays from 2:00 – 3:00pm at ([REDACTED_PHONE]. | web | https://www.gloucesterva.info/ArchiveCenter/ViewFile/Item/618 | 0.500759 | {
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OWC Safeguarding Code of Conduct
Everyone involved with One World Centre should demonstrate exemplary behaviour in order to promote child safety and the well-being of young people. We expect all staff and volunteers to act with integrity and abide by the following code of conduct:
- Act in an appropriate way at all times when in contact with children and young people, whether face to face, via social media, phone or other electronic communications;
- Always work in an open environment (e.g. avoiding private or unobserved situations and encouraging open communication with no secrets);
- Treat all young people/disabled and vulnerable adults equally, and with respect and dignity;
- Always put the safety of each young person first, before winning or achieving goals;
- Maintain a safe and appropriate distance;
- Build balanced relationships based on mutual trust which empowers children to share in the decision-making process;
- Make our activities fun, enjoyable and promote fair play;
- Be an excellent role model - this includes not smoking or drinking alcohol in the company of young people;
- Giving enthusiastic and constructive feedback rather than negative criticism;
- Recognise the developmental needs and capacity of young people avoiding excessive involvement or competition and not pushing them against their will;
- Undertake any safeguarding education or training as requested by us
- Recognise the importance of confidentiality when working with children, young people, and their data;
- Promptly report any concerns about safeguarding or the protection of children or young people to our Designated Safeguarding Officer
- Seek advice where necessary from the Designated Safeguarding Officer | web | http://www.oneworldcentreiom.org/wp-content/uploads/2019/03/OWC-Safeguarding-Code-of-Conduct.pdf | 0.466796 | {
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IMHO... Why choose ORSCH?
Parents are the guardians of the future. Their children ARE the future. What is your child's future?
All children begin as free thinkers. It is the experiences in the world around them that molds them into who they become. Children who are spoken to from babyhood learn, understand and grasp the language. Children who are hugged and loved learn affection and a sense of belonging. Children who are treated with respect, respect themselves and others. Children learn from what surrounds them. What surrounds your child?
ORSCH is what all schools should aspire to be. ORSCH is a vision. ORSCH is a model. ORSCH is unique. ORSCH is an inspiration.
ORSCH, at its core, is a community within a community. Communication is key. A sense of belonging is key. Respect for self and for others is key. In that community setting, children are comfortable in learning. They thrive. They grow a desire within themselves to learn. They grow a desire within themselves to help others to learn.
"Standard"academic excellence, unfortunately, encompasses a rather narrow scope of life. While the three R's are indeed important, we severely limit ourselves when they are our only focus. A child's natural sense of curiosity is a far more important area of learning to develop. With practice, anyone, at any level, can recite facts and figures. Anyone can memorize songs or poems or paragraphs from a book. Not all people can make that book come alive. Not all people can breathe life into a poem. Not all people can inspire joy or despair through music. These things are not learned techniques. They are inspired. Inspired many times, by those around us.
Learning is an essential part of living. We learn things everyday of our lives. So do our children. What are our children learning at ORSCH? They are learning life's lessons. To be a part of a bigger world. To be comfortable in their own skin. To be free to use their own voice. To reach out for the impossible. To explore and to question. To laugh and to sing and to play. To be a friend and to have a friend. To discover a limitation and to overcome it. To be the person they were meant to be. And...to recite the alphabet.
As a parent whose child has attended ORSCH since its inception, the possibilities opened to my child for her future are, quite simply, amazing. At 13, I believe if she never attended another day of school, she would excel in all she does. Not because of a vast accumulation of knowledge, facts or excellent test scores. But because of the person ORSCH has helped her to become. She is, even now, a confident, bright, giving and caring inspiration in life. She reaches for the stars and the moon and the depths of the oceans of knowledge and learning not because she is required to but because she loves it. Because she is surrounded by people who love learning and inspire others to be the very best they can be. Her sense of possibilities and accomplishment knows no bounds. She knows who she is and what her place is in the world around her. And for all this I am so very grateful.
All children begin as free thinkers. If we put them in a box, they will think within the walls of the box. If we set them free, who knows what they can achieve?
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Confronting Racism as Spiritual Practice
Book Study and Discussion hosted by DaySpring Baptist Church
Session 3: The Jim Crow Era
2
Confronting Racism as Spiritual Practice
Today's Topics
◉Reconstruction and Redemption
◉Lynching and other forms of racial terror
◉Freewriting
In breakout groups, you'll have an opportunity to share your reflections.
Southerners had witnessed the destruction of their towns and the surrounding land as well as the abolition of the slavery -dependent lifestyle they had always known. If anything, the Civil War and the Reconstruction eras increased the animosity that some whites held toward black people. Supported by most whites in the South, several groups initiated a sustained and violent effort to reclaim the South from white northerners and freed black people. They saw their efforts as a divine mandate for the white man to take his rightful place atop the social hierarchy. They referred to this period as "redemption ."
"
-p. 96, The Color of Compromise
The "Compromise of 1877" effectively ended federal Reconstruction…. One implication of this political compromise was that it effectively ensured that the battle for civil rights in America, even among Christians, would involve ongoing disputes over the role of the federal government in proactively ensuring the civil rights of marginalized people.
Freewrite
What do you think of this argument about the end of Reconstruction? Do you see this pattern in politics today?
Links shared in the chat:
◉National Memorial for Peace and Justice (Montgomery, Alabama): https://museumandmemorial.eji.org/memorial
◉Large DNA Study Traces Violent History of American Slavery: https://www.nytimes.com/2020/07/23/science/23andme african- ancestry.html
◉Misconceptions About African Americans That Contribute to Racial Divide in the U.S.:
us?fbclid=IwAR3cuiXYtwGXIUOJFKiCSzwABer_aLD2I7R5AlfRWW OwqvXskL39ufEVu_4
https://www.pomona.edu/news/2020/06/22 - professor- erichurley- discusses- misconceptions- about- african- americanscontribute- racial-divideAny questions ?
Credits
Special thanks to all the people who made and released these awesome resources for free:
◉Presentation template by SlidesCarnival
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KENYA
Noracta
From refugee camp to trees and food production
Changing Environment and Livelihood through Tree planting.
How would tree planting change the hopes and aspirations of refugees?
BIOLOGIST DAVID MUTURI
Kenya is home to slightly over half a million refugees. Kakuma refugee camp in Northern Kenya hosts about 180,000 refugees from Sudan, Ethiopia, Uganda, Rwanda, Burundi, and DRC Congo. The environment around the camp is harsh, semi arid
and dry and average temperature is about 40 degrees Celsius. We are currently conducting a baseline survey to establish how the refugees can be involved in tree planting to change their environment and to give them skills they can use when they finally relocate back home. The study will establish how the refugees can be involved in tree planting and what support mechanisms will be need for such a project.
At the conference 2016 Biologist David Muturi submit an entirely fresh baseline survey from Kakuma refugee camp.
Based on 4 years of experience with tree planting in camps for internally displaced refugees in Kenya
NORACTA
http://www.noracta.no/
Daglig leder Øistein Garcia de Presno
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Brad Mohring had reached a crossroads. Until recently the 31-year-old design engineer had worked for a Toledo, Ohio-based company that builds manufacturing equipment for automobile plants. With the auto industry struggling, he figured it was only a matter of time before he’d be laid off. So this spring he began looking for a new job. In a few weeks he had four offers. Today he could have been working for a giant defense contractor or an established agricultural company. Instead, he chose the lowest-paying job—and became the 20th employee at Xunlight, a Toledo-based solar-energy firm. “I left a job I’d worked at for 12 years to join a start-up,” says Mohring, who has a 1-year-old child and another due in February. “It’s something of a gamble, but if it pays off, it pays off big.”
It’s becoming a common bet. With oil prices near record highs and more companies concerned about their carbon footprints, workers are finding job opportunities in the emerging green economy. Companies are hiring scientists to work on renewable-energy technology and business people to market earth-friendly products. Even if some of these nascent companies falter, there’s widespread conviction that this sector will become one of the country’s hottest employers. “This is the challenge of the 21st century … and it’s not going away,” says Kevin Doyle, founder of the consulting firm Green Economy.
It’s impossible to say precisely how many people work in green jobs—partly because there’s no formal definition of the term. Does a clerk stocking organic produce at Whole Foods Market qualify? How about an engineer working to make a coal-fired power plant run more efficiently? Meanwhile, in sectors like solar energy and biofuels, payrolls are growing so rapidly it’s hard for researchers to keep an accurate count. Despite the lack of precise numbers, all observers agree the ranks are growing quickly. Based on the flow of venture capital, K. R. Sridhar, CEO of the fuel-cell start-up Bloom Energy, believes the clean-tech sector could produce 50,000 new jobs by 2010. (By way of comparison, General Motors’ hourly workforce, which briefly went on strike last week, currently numbers 73,000.) Peter Beadle, president of Greenjobs.com, cites estimates that the solar sector alone could employ 2 million people by 2020—more Americans than currently work as elementary-school teachers.
During the last decade’s dotcom employment boom, much of the job creation was concentrated in Silicon Valley. In contrast, green jobs are popping up all over—some of them in very unexpected places. A good example is Toledo, a rustbelt manufacturing center with no shortage of vacant downtown buildings. Historically, Toledo’s big employers have
been auto factories or auto suppliers—particularly glass manufacturers that make car windshields. But lately Toledo has established a growing national reputation as a hot spot for firms developing solar panels. Why Toledo? Glass is a key component in solar technology, and the University of Toledo has been doing hard-core solar-cell research for two decades. Local economic-development officials recently launched a $22 million venture fund to help launch more startups. The payoff from this combination of forces: according to the local Regional Growth Partnership, the Toledo area already has nearly 6,000 people employed in the solar industry. "We're seeing this transition of people moving from automotive to alternative energy," says Steven Weathers, CEO of the Regional Growth Partnership.
Walk the hallways of these energy firms and you'll meet a fair number of physicists and chemists. But as these technologies mature, they need traditional business people, too. First Solar, a solar-panel manufacturer outside Toledo that employs more than 550 workers, currently has 38 job openings. Some of those spots require a Ph.D., but the firm has also been hiring in human resources, accounting and information technology. "Just about every discipline has an opening or two," says Carol Campbell, First Solar's HR chief.
On college campuses, students are increasingly aware of these new opportunities. Some schools are adding programs to capitalize on student interest. Last month Duquesne University in Pittsburgh enrolled the first students in its Sustainable Enterprise M.B.A. program. New student Chris Togni, 29, is part of a team consulting with a local retailer on how to reduce the waste created by its reliance on plastic bags—and after graduation he hopes to find similar work at a consulting firm. Togni, the son of a steelworker, believes this focus will make him attractive to employers. "It's my differential advantage over other M.B.A.s," he says.
The focus on all things green may be getting a little ahead of itself. Between 2005 and 2006, venture-capital investments in the clean-tech sector jumped from $623 million to $1.5 billion, with solar and biofuel garnering the biggest infusions, according to analysts at Lux Research. That's led to talk of an alt-energy bubble. "From the perspective of investors and entrepreneurs, this is the new Internet," says Lux Research president Matthew Nordan. Even employees at alternative energy firms acknowledge that renewable energy has suffered false starts in the past. Still, even skeptics suggest that for young workers charting a career path, the industry's allure is hard to beat. "It's virtually impossible to beat the long-term trends in clean tech," says Nordan.
Inside Xunlight, that optimism is pervasive. The firm, founded by University of Toledo physics professor Xuming Deng, moved into new offices just a few weeks ago. Last week the cubicles still had a pristine, unsullied look to them, and some employees didn't yet have working phones. The firm hasn't even made its first sale, but employees say its product—a superthin, flexible solar cell created using sheets of stainless steel—should be in high demand. Within two years, Deng expects to employ hundreds. Many will be twentysomethings, but there are veterans, too. "The excitement of being in a start-up is the same whether you're 32 or 52," says facilities VP Stan Rubini, as he surveys the mammoth empty warehouse in which Xunlight hopes to manufacture more than $200 million worth of solar cells each year. As fuel costs rise and concern about climate change spreads, investors and employees aren't the only ones hoping firms like this one find a viable solution. Almost everyone is.
The solar sector could employ 2 million people by 2020—more than work as elementary-school teachers.
—PETER BEADLE, GREENJOBS.COM
BRIGHT LIGHTS: Ph.D. students at the Univ. of Toledo holding a solar module (left), First Solar's Todd Spangler (above left) with new hires
-85% Drop in the price of solar electricity from 1982 to 2007
+140% Increase in venture capital for green tech from 2005 to 2006
Read more environment coverage at xtra.Newsweek.com | web | http://ngpetp.com/news/Xunlight_in_Newsweek.pdf | 0.431938 | {
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Welcome to 20.109
Laboratory Fundamentals of Biological Engineering
F14 Orientation Lecture, 9/4/14
The start of an MIT semester:
Internet usage over 24 hours
Relative IPv4 utilization observed using ICMP Ping requests
Source: Carna Botnet
http://internetcensus2012.bitbucket.org/images/geovideo.gif
http://internetcensus2012.bibbucket.org/images/geovideo.gif
How do you do it?
Kilograms of coffee per person per year...
How do you do it?
Kilograms of coffee per person per year...
Laboratory Fundamentals of Biological Engineering
Teaching Team
Core 20.109 Mission
Building a better bioengineer.
What’s in it for you?
Modular Structure of Course
Module 1: DNA Engineering
Module 2: Systems Engineering
Module 3: Biomaterials Engineering
Logistics
Everything you really want to know – today
20.109 Instruction Team
Technical
Bevin Engelward (Mod 1)
Natalie Kuldell (Mod 2)
Angie Belcher (Mod 3)
Shannon Hughes (T/R)
Noreen Lyell (T/R)
Agi Stachowiak (W/F)
Communications
Leslie Ann Roldan (Writing)
Jessie Stickgold-Sarah (Writing)
Atissa Banuazizi (Oral Presentations)
Teaching Assistants
Module 1: Isaak Mueller
Module 2: Yong Jin Park
Module 3: Tahoura Samad & Jackie Ohmura
image credit: www.abccollector.com
MIT BE Core Mission
Quantitative Models
- Model
- Network Models
- Mechanical Models
- Biochemical Models
Systematic Experiments
- Manipulate
- Molecular Genetics
- Chemical Genetics
- Cell Engineering
Mine
- Bioinformatics
- Databases
- Data Semantics
Measure
- Array Technologies
- Imaging
- Bio-devices
Proteomics
Genomics
Definition of biological engineering according to Doug Lauffenburger
20.109 Core Mission
* To prepare students to be the future of Biological Engineering
* To teach cutting edge research skill and technology through an authentic research experience
* To inspire rigorous data analysis and its thoughtful communication
20.109’s Standard Workflow
We start here
But, you can’t design an experiment if you haven’t ‘analyzed’ some data!
We aim to prevent “just follow the protocol” syndrome.
Image credit: www.tasss.com
20.109: Experiment
You’ll notice a pattern emerge...
“Supposing is good, but finding out is better.”~Mark Twain
Image credit: http://blog.glennz.com/evolution/ Buy the t-shirt!
We will do relevant and cutting edge experiments.
Image credits:
http://nfcr.lanl.gov/index.htm
Proc Natl Acad Sci U S A. 2006 August 8; 103(32): 11862–11867.
Hamden, CP. Neuroscience 2006,
20.109: Experiment
We will do relevant and cutting edge experiments.
And we do it safely:
http://blogs.discovermagazine.com/bodyhorrors/2013/03/20/mouth_pipetting/#.Uh-277x56Tj
Step one: What are the data?
Data ≠ Understanding
*Step two*: What are the data telling you?
What is the working range of this Ca$^{2+}$ sensor?
Can we detect changes in extracellular [Ca$^{2+}$]?
Tell your story!
Wagner et al. *Sci Signaling* July 2013
Zhang et al. *Nature* July 2013
20.109: The Plan
20.109(F14)
20.109(F14): Laboratory Fundamentals of Biological Engineering
Welcome and Details for Fall 2014
Lecture: T/R 11-12 (16-220)
Lab: T/R 1-5 or W/F 1-5 (56-322)
People: Instructor and student web pages may be found at the linked People page.
Module 1 DNA Engineering (B. Engelward)
Module 2 System Engineering (N. Kuldell)
Module 3 Biomaterials Engineering (A. Belcher)
openwetware.org/wiki/20.109(F14)
DNA Engineering: Module I
Experiments:
- Design and create vectors for expressing fluorescent protein in mouse embryonic stem cells.
- Use fluorescence to analyze recombination of damaged DNA substrates.
Lab Skills:
- Retrieve and manipulate sequences from databases
- Clone PCR-amplified DNA fragments
- Transfection of mammalian cells & Flow Cytometry
Systems Engineering: Module 2
Experiments:
- Measure bacterial photography output
- Screen library for mutations that increase dynamic range of system
- Identify amino acid changes and their consequences
Lab Skills:
- Optimize a system
- Genetic screen
- Western analysis
- Sequence analysis
- β-gal assay
Biomaterial Engineering: Module 3
- Mineralize phage surface with gold or SWNT
- TEM to visualize structure
- Assemble and test solar cells
- Bacteriophage M13 material production
- Fabrication of bio-based devices
- Parameter variation: effect of SWNT vs. gold at different ratios
M13 nanowires
TEM image of gold nanowires from Youjin Lee
Course Logistics
Lectures:
* Tues/Thurs -- 11-12pm in 16-220
* 109 Instructors + Prof. Samson --> Dr. Kuldell --> Prof. Belcher (corresponds to module)
Lab:
* Tues/Thurs -- 1-5pm in 56-322 (Noreen & Shannon)
* Wed/Fri -- 1-5pm in 56-322 (Agi)
* There are no* make-up labs.
Important details:
* You will work in pairs in the lab.
* Collaboration with integrity is key.
*some v. limited exceptions
Remaining 20% comes from daily work and participation.
Written and oral scientific communication
• Stories help us remember
– Archimedes, Newton, Kekulé
• You discover the narrative that the data tell
• Then convince an audience of your findings
– logical structure
– step-by-step explanations
– repetition of central ideas
– clear, effective visuals
– ethical choices
Your data should be true even if your story is wrong
~ Darcy Kelley, Columbia (from *The Canon*, N. Angier)
A narrative can effectively communicate scientific information. But when telling a perfect story becomes an end in itself, the scientific process can be easily compromised.
Subject terms: Scientific community and society • Publishing • Culture
Everyone loves a good story, and writers of many kinds use narrative techniques to get their message across. A recent Points of View article (Krzywinski and Cairo, Nat. Methods
One may argue that in an idealized scholarly world, scientists should avoid storytelling. They should instead describe their original hypothesis, detail their experiments in the order conducted and present the data in the rawest form reasonable for interpretation. At the end they should state their conclusions.
But there are many problems with this scenario. Scientists are not automata and, in today's world, operate under substantial time pressures. Even if the scientist's colleagues in this idealized setting had the patience and time to navigate through a long, uninterpreted, purely factual exposition and to sufficiently grasp what was done and its significance, it would still be a cripplingly inefficient process. Furthermore, to borrow from the title of science historian Steven Shapin's recent book of essays, science is conducted by people "situated in time, space, culture and society, and struggling for credibility and authority." An argument for papers written purely as a factual blow-by-blow account of experiments does not sufficiently take into account this reality.
Written and oral scientific communication
We are not abandoning you to the unknown...
(1) WRAP instructors:
* Leslie Ann Roldan & Jessie Stickgold-Sarah
- Lectures/discussions in class
- Written feedback on drafts
- Office hours by appointment
* Atissa Banuazizi
- Lectures/discussions in class
- One-on-one review of videotaped talk
- Office hours by appointment
(2) BE Communications Lab:
* Writing fellows available to provide peer coaching
(3) 20.109 instructors:
* Extensive feedback on drafts -- chances to revise major report
Expectations
Some of your expectations of us
• that we will come to class and lab prepared
• that our assignments are clear and reasonable
• that we will treat every 109er with respect
• that we will give everyone equal chance at success
Some of our expectations of you
• that you will come to class and lab prepared
• that you will not interfere with each other’s learning
• that you will invest the very best of yourself
• that you will offer honest and frequent feedback
After 20.109, you will be able to:
• Organize a constructive lab notebook
• Implement lab protocols & troubleshoot
• Design novel experiments with appropriate controls
• Interpret qualitative data
• Analyze quantitative data
• Recognize the utility of models
• Critically examine the scientific literature
• Communicate your science through writing and oral presentation
• Work as a team and provide constructive and helpful feedback and aid to other engineers/scientists
The future of biological engineering.
Future Heart Attack Treatments Will Use Volts, to Keep Your Heart Beating
http://technology-regions.blogspot.com/2009/03/color-change-paper-tests-such-as-those.html
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Week Ending: Friday 22 nd June
Reminders
*Snack Money – All children are invited to bring in their own snack on a daily basis, or can contribute a 20p to purchase a snack from school.
*Hot weather – All children are encouraged to bring in an extra water bottle to drink throughout the day and keep in the classroom. Please ensure your child has a sun hat and wears sun cream to school, as they will be learning/playing outside.
Year 2 Summer Performance
All children brought home a letter with the part they will be playing in our end of year performance on Tuesday 17 th July. We have suggested ideas for a costume but feel free to use your own imagination and put together your own costumes. Tickets for the performance will cost £2. We hope to see you all there.
We hope you have a great weekend, Thanks, The Year 2 Team
Year 2 class news at Ysgol y Ddraig
This week…
As a whole school we have been celebrating 'Hooray for Humanities'
In our Maths carousel we have been working on our 3 times table. We used cubes to create arrays to solve multiplication number sentences. We also drew a large number line outdoors and practised frog hopping on all multiples of 3, in readiness to help us solve word problems based on the 3 times table.
this week. In Year 2 we have focused on an influential Welsh lady called Betsi Cadwaladr and learnt about how she helped to change hospitals for the better. We compared Victorian hospitals to hospitals today and sequenced ambulances from over the last century in chronological order, using our place value knowledge. We also had great fun learning basic first aid.
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Learning at Home M a t h s
Have a go at creating a 'My Life' timeline about your life with an adult.
You could draw pictures, use photographs and sentences.
1+7=? Copyright 2012 Teacher's Pet www.tpet.co.uk You could include things like: When you were born holidays your first day at school special occassions achievements Put the events in chronological (time) order. Perhaps you could share this with your classmates too.
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Instructions: How to Develop a Working Relationship with the Ex-Partner
Step-by-Step Instructions:
1. Discuss the goal of this exercise. Review the Tips for Discussion section below to assist you with this dialogue.
2. Provide each participant with a copy of the Activity: Dos and Don'ts - How to Develop a Working Relationship with the Ex-Partner.
3. Instruct the couple to review the activity and complete all sections. Unless both partners have children, explain that one column on each page will be left empty. This information is simply there to show the questions the partner is answering.
4. Upon completion of the exercise, review the Take Away section with the couple.
Tips for Discussion and Processing
Research suggests children are far less adversely affected by their parental situation when separated or divorced parents have a civil relationship with one another. Therefore, the impact on children can be reduced when the relationship with the ex is not as strained. Importance should be given to open the lines of communication between the ex and his or her new partner as well to try to keep any conflict to a minimum. A parent's responsibility is to help make that communication happen. The dos and don'ts suggest ways of opening up those lines of communication. In the end, emotions will lead the list of challenges; however, couples must be prepared to compromise.
Resources:
How to Avoid Baby Mama or Baby Daddy Drama with Your Ex http://www.ehow.com/how_4469206_avoid-babydaddy-drama-ex.html#ixzz1YPkKIJuF
How to Deal With a Boyfriend's Baby Mama Drama http://www.ehow.com/how_8457085_deal-boyfriends-baby-mama-drama.html#ixzz1YQ2YklJS
www.healthymarriageinfo.org
Title: Instructions - How To Develop a Working Relationship with the ExPartner.
Group Size: 10 to 50+; must be even numbered group as they will work in pairs
Time Needed: 20 minutes (discussion times vary)
Goal: To assist couple in developing a working relationship with the ex-partner
Audience: Couples
Special Considerations:
Resources Needed:
* Activity: Dos and Don'ts - How to Develop A Working Relationship with the Ex-Partner
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2 Column Width or Full Page Width
The First Step to Creating Acceptable Journal Figures:
Review the online "Instruction to Authors" of the journal to which you are submitting. You should find information about the journal figure's column widths, font usage, and acceptable file types for submission.
Placing Images into Adobe Illustrator:
To place an image into Illustrator, go to "File" and then "Place". The resolution of your images should be at least 300 dpi at final size.
Font Usage:
Helvetica, Arial, Times News Roman, and Symbol fonts are the preferred fonts by most journals. They reside on most computers and reproduce well. Courier, a monospace font, can be used for sequences. In general, 8 point text is the smallest accepted size for regular journal figure labeling. Superscripts and subscripts should be no smaller that 5 point.
Consistency:
Figures that maintain a common or unified look, such as font size and color choices, always present well. They show the reader that the message that you are conveying has been well thought through.
Line/Stroke Weight:
Always keep in mind the final size of your figures: Your line weights at final size should be no thinner than ½ point.
Contrast:
Make sure your reader can distinguish between different areas of you figures. This is very critical when creating black/white/gray figures.
Helpful Hint: Cropping an Image in Adobe Illustrator
Step #1: Place the entire image into Illustrator (Go to "Edit" then "Place")
Step #2: Draw a box over top of the image to the size of the area you would to "crop" or "mask".
Step #3: Select both the image and "crop" box.
Step #4: Go to "Object" then "Clipping Mask" then "Make" or use a keyboard shortcut, press the "Control" key (PC) or "Command" key (Mac) and then the "7" key | web | http://ncifrederick.cancer.gov/Services/Spgm/Media/Documents/Templates/JournalFigures/AI_JournalFigureTemplate.ai | 0.490713 | {
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semester
2 nd semester
Topic 52 Conditional 2
In today's lesson you should repeat information about Conditionals
Compare and identify all of them
Especially 2 one
Form
In a Type 2 conditional sentence, the tense in the 'if' clause is the simple past, and the tense in the main clause is the present conditional or the present continuous conditional.
| If clause (condition) | Main clause (result) |
|---|---|
| If + simple past | present conditional or present continuous conditional |
| If this thing happened | that thing would happen. |
Examples
If I had a good job, I would be very happy. – Если бы у меня была хорошая работа, я была бы очень счастлива.
If she had cooked a strawberry cake yesterday, her son would have been the happiest child. – Если бы она приготовила вчера клубничный торт, то ее сын был бы самым счастливым ребенком.
If he didn't buy a car, he wouldn't go to the sea by car. – Если бы он не купил машину, он бы не поехал на море на машине.
Would you have come if you had known our problem? – Ты бы пришла если бы знала о нашей проблеме?
Watch this video
https://www.youtube.com/watch?v=iZEFa4iR-XM
Write down all the given information
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Your Kids & Job Safety
START TEACHING THEM EARLY!
MISSING TIM
missingtim.com
1. Their first job!
Tell them how proud you are of them!
Celebrate! It’s their first big step into the world of being an adult!
NEVER assume that they know, or will be taught, about the world of work.
2. Teach them that it is their right, and their responsibility, to question unsafe work.
By law, they can walk away from unsafe work without penalty. No job is worth the risk of injury or death.
They must never assume that anyone else has their safety as their priority. They must watch out for themselves.
3. KIDS COPY YOU!
Make sure you’re showing them the RIGHT WAY, to do any job --- not the easy way, the fast way or the dumb way.
4. Explain WHY you wear PPE & follow the safety rules.
This young man wore his safety glasses. That’s why he still has his eyes!
5. Think out loud while you work.
Kids don’t see the potential for error - the possible chain reactions that occur while they work. (ie. kick back of a saw, a nail bouncing wildly from a near miss with a hammer, etc.)
Results of kick back from a table saw.
6. Teach them when & how to approach their boss. When is his best time of day?
What are the signs of a stressed out manager?
7. If you can’t approach your boss, who do you go to for answers to questions?
Make sure they can identify 2-3 people they can go to for answers.
8. Pick your teen up at work at least once, just so you can see the job site and measure the safety awareness yourself.
It also lets your child know that although his work ethic is important, his safety is immeasurable to you.
Talk to your kids about the accidents you hear about on the news, at work or read about in the paper. Discuss what could have gone wrong and what could have been changed to avoid injury.
As you drive the kids to their activities, talk about the dangers you see - school zones, cars backing out of drive ways, distracted drivers.
Help your kids take safety courses - a babysitting course, CPR, skid school - anything that will help them recognize safety issues in their own lives.
You might want to take some of these courses with them.
11. HANG UP & DRIVE!
Don’t be the laughing stock of all their friends and all your neighbors! | web | http://missingtim.com/MissingTim_KidsSafety_0214.pdf | 0.441647 | {
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Copyright : visualnews.com
Focus On Writing 5 Answer Key
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English Language Arts Standards » Writing » Grade 1 ...
And so it had to be answer writing alone which had to be improved drastically, even at the cost of preparation. So how to write better GS answers So I analyzed, joined 3 test series (vision ias GS + vision ias essay + Synergy GS), wrote answers, sent them to some friends for feedback, discussed with my father and finally felt following things ...
Focus On Writing 5 Answer
Analysis. The word count in my model answer is 164 words. Aim for more than 150 words. Over 200 words is just overkill. In main body one, I chose the highest percentages and kept it concise. In main body 2, I chose the lowest percentages and kept it concise and clear. This is grouping the data which is important for good coherence and cohesion.
Scoring Your SAT Practice Test #5 - College Board
Self-practice Exercise 5.3. In Self–Practice Exercise 5.2, you chose a possible topic and explored it by answering questions about it using the 5WH questions. However, this topic may still be too broad. Here, in this exercise, choose and complete one of the prewriting strategies to narrow the focus.Use brainstorming, idea mapping, or searching the Internet.
IELTS academic writing task 1, model answer ... - IELTS Focus
When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests ...
UPSC GS Mains: How to Improve Answer Writing – Khelo India
The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab. This area includes Writing Lab hours, services, and contact information.
listview - How to stop EditText from gaining focus at ...
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Writing Good Multiple Choice Test Questions | Center for ...
@Anderson: Nothing about the answer implied that it would prevent the EditText from obtaining focus. It actually clearly states that this is how you prevent the software keyboard IME from opening automatically on focus; because it is more likely that the bigger concern is the soft keyboard popping up unexpectedly, not the focus itself. If your issue is with the EditText actually having focus ...
OWL // Purdue Writing Lab
The Standard English Conventions subscore is based on questions from the Writing and Language Test that focus on sentence structure, usage, and punctuation. ... SAT Practice Test #5: Worksheets. ANSWER KEY . Reading Test Answers . 1 D 2 C 3 C 4 A 5 C 6 A 7 D 8 B 9 B 10 B 11 B . 12 A 13 B 14 D 15 C 16 A 17 B 18 B 19 B 20 A 21 D 22 A .
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Copplestone Primary School
A Guide to English in Year 1
In Year 1, children write more independently. Before writing, children are encouraged to say what they will write before actually writing it in order to plan ideas in their head first. They will practise sequencing their sentences correctly and be encouraged to re-read their work as they go to check that it makes sense. Children will also practise writing simple sentences dictated by the teacher.
By the end of Year 1, children will be able to use a range of sentence structures and will be familiar with the following terminology:
Writing composition, punctuation and grammar
Phonics and spelling,
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Opa! Young Greeks preserve culture through traditional dance
By: Carmel Delshad
TARPON SPRINGS—Twenty-one year-old Natalie Abdulkarim stepped out of her car and into her shiny black dancing shoes.
The University of South Florida student was not attending a weekly ballet class or a hip-hop dance lesson; she was headed to something a bit more unorthodox. Levendia, a traditional Greek dancing troupe based in Tarpon Springs, is comprised of students much like Abdulkarim who feel the desire to keep a tie to their Greek heritage through dance.
"I have a very strong attachment to my Greek culture and this is just another way for me to keep it strong and keep in contact with it," said Abdulkarim as she stepped into position.
Instructor Maria Kouskoutis has been dancing professionally for 30 years. Teaching the younger generation of their heritage through dance has always been a passion for Kouskoutis.
"Our mission in forming this group was basically to preserve, promote and perpetuate our Greek culture," Kouskoutis said.
Preservation, promotion and perpetuation certainly exist in Levendia, according to Abdulkarim. For her, the network of performers provides a foundation for a cultural dialogue between teens and children.
"It is so important to set an example for the younger kids and it gives us something to look forward to," said Abdulkarim.
Greek dancing encompasses many forms and techniques. The most common formation involves a long line of dancers all holding hands, called the Syrto. Other variations of dance are specific to each area of Greece.
A dance style often has the same name as its originating village or town, with the exception of panhellenic dances, which are performed in all of Greece. The Hassapiko is a prime example of this. Participants link his/her arms to a neighboring shoulder and move step-by-step to varying dance beats counter-clockwise.
Abdulkarim notes that in competitions, dancers are required to sing along with each song, a testament of the skill and concentration of each dance troupe.
"Singing is very important also because the songs tell a story, which are then passed from generation to generation. Not everyone knew how to read or write in the past, so this was just another way to preserve our culture and customs in a way that is relatable to all," said Kouskoutis.
Traditionally, men lead the line and can improvise steps separate from the other dancers.
Michael Kontodiakos, 15, views dancing as a way to connect with his family's past.
"Dancing is traditional and it is a fun way for me to connect to my culture.
My father was always good at dancing, so I picked it up easily. My parents never forced me to start, I felt the need to begin on my own," said Kontodiakos.
"Dancing is still done in villages and gatherings. People from the same region will do these traditional dances at weddings and parties," said Kouskoutis.
Kontodiakos did not want to miss such opportunities because he did not know the customs of his native land.
"Traditions are so important. This just keeps them going, with family and friends and eventually my kids," said Kontodiakos.
Abdulkarim remembers joining Levendia eight years ago after moving from Greece to Tampa.
"The best thing about being a part of this great dance team is the relationships that are formed. I came here and I did not know anyone outside my family. By joining Levendia, I have made so many lifelong friends. Every day is fun and it just brings me closer to home and my traditional roots," said Abdulkarim.
"Not only do we dance here, we also learn about the customs, why we do this dance, when this dance is performed, etcetera. From there we parlay into faith, which is very much intertwined with the culture. There is always a lesson learned here, and dancing is only the beginning of it," Kouskoutis said. | web | http://cdelshad.weebly.com/uploads/1/3/7/3/1373153/opa.pdf | 0.498001 | {
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Snakes: Removing from Dwellings 1
Ruthe Smith and Joe Schaefer 2
Background
Only six of the 44 species of snakes native to Florida are venomous and represent a significant threat to humans and domestic animals. Still, some people are uneasy when any type of snake--poisonous or not--is nearby or inside a dwelling. Fortunately, there are snake removal methods that allow snakes to be caught and released without harm to humans or reptiles.
Snake Removal Methods
Glueboards
One recommended removal method relies on the use of a glueboard. A glueboard is simply a piece of wood with several rodent glue traps tacked to it (see Figure 1 ). Individual glue traps are about 5 x 12in (12.5 x 30 cm) and can be purchased in most hardware, pest control, and feed stores. Glueboards can be used in living areas, small crawl spaces, basements, garages, or outdoor storage sheds. This technique has been tested and proven to successfully hold 6ft diamondback rattlesnakes.
The best place to put a glueboard is against a wall because snakes tend to follow edges rather than cross open ground. When the snake attempts to move
across the board, it will stick to the glue. Avoid putting the board near pipes, furniture, etc. to prevent the snake from getting leverage and pulling itself off.
Glueboards also can trap small cats, dogs, and birds. So, do not put them in areas where domestic animals or non-target wildlife species can reach them. Drill a hole in one corner of the board so that it may be retrieved easily with a hook on a long pole. This allows you to stay a good distance from the snake. If you capture a nonvenomous snake you may want to release it in your yard. If it is venomous, you probably want to relocate it far from your dwelling and your neighbor's. One of the best containers for transporting nonvenomous snakes is a pillowcase without holes or weak seams.To release the snake from the board, pour vegetable oil on it. The oil slowly breaks down the glue and the snake will
1. This document is WEC-26, one of a series of the Department of Wildlife Ecology and Conservationt, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Publication: June, 1991 as SS-WIS-26 "Removing Snakes from Dwellings". Reviewed: September,1997; March, 1999. Minor Revision: August, 2001. Please visit the EDIS Web site at http://edis.ifas.ufl.edu.
2. Ruthe Smith, former wildlife assistant, and Joe Schaefer, Ph. D., associate professor, Department of Wildlife Ecology and Conservation, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, 32611.
WEC26
eventually move off the board. Some glue residue may stay on the snake for awhile but will be shed with the old skin. Be sure to use only vegetable oil. Many other types of oil , such as motor oil, are toxic to animals.
Check the glueboards frequently and do not leave snakes on them for any longer than is absolutely necessary. The boards probably will not hold large snakes indefinitely.
Preventing Future Entry
What You Can Do to Help Conserve Snakes
* Learn more about snakes by reading the references listed below.
* Prevent the unnecessary killing of snakes.
* Encourage the use of non-lethal removal methods of controlling snakes.
* Support conservation measures to protect threatened snakes.
Legal Aspects
There are no laws that prohibit killing or possession of most snakes in Florida unless they are listed as endangered, threatened or species of special concern. Persons who possess live snakes or dead snake parts for sale are required to obtain a permit, as governed by s.372.921, Florida Statute; and Rule 39-25.0011.
There also are special requirements for possessing, exhibiting, and transporting venomous snakes (s.[REDACTED_PHONE], F.S).
Selected References
Anonymous. 1979. Florida's venomous snakes. Florida Wildlife 33(1):21-26. (Florida Game and Fresh Water Fish Commission pamphlet).
Ashton, R.E., Jr., and P.S. Ashton. 1988. Handbook of reptiles and amphibians of Florida. Part One: The snakes. Windward Publishing, Miami, FL.
Huegel, C.N. and D.G. Cook. 1991. Florida's nonvenomous snakes. Florida Wildlife 45(4):9-14. (Florida Game and Fresh Water Fish Commission pamphlet). | web | http://ufdcimages.uflib.ufl.edu/IR/00/00/59/74/00001/UW03700.PDF | 0.483092 | {
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The end of term 1 is here. It seems we have people taking off in all directions for some time away. If you’re heading away for an Easter break, travel safely. I hope all of our families are able to enjoy a bit of a break.
Easter Raffle- prize winners- Di and Kate had them wrapped and ready to go
We’ve had a busy few weeks, managing the building works going on around us. Meeting with the team onsite today, the original plans have been modified somewhat and we look forward to seeing the job progress.
We’re back for term 2 on Monday the 24th of April and the grade six group heads into the Shrine that day to attend the Friends of the 15th Brigade service. The second day of term is the Anzac Day public holiday.
Interschool sport kicks off in week 2 for us, as we have a BYE in round 1. Parents are encouraged to sign up as volunteer drivers if they have availability on a Friday morning, as we’ll be transporting students to local schools. Diane will be heading off adventuring in Week 2, taking some long service leave and Kylie and Robyn will be teaching the P-3 grade while she’s away.
Tomorrow, we have our special Easter Day with students. We’ll begin with the Easter Bonnet Parade and the Egg Drop and our pre-preps will be joining us for the fun. After recess, it will be action all round, with Easter Games on the sports court and Kylie will be getting things rolling. We have an earlier end to the day tomorrow, with a 2.30 dismissal.
Enjoy the Easter weekend. See you back in a couple of weeks for term 2.
Jane
Parent’s Club- Easter Raffle
Congratulations to our prize winners!
Prizewinners:
1. Nash B
2. Scarlett H
3. Ava B
4. Nicole F
5. Fred K
6. Brock & Arizona
7. Nash B
8. Liam B
9. Ava B
10. James P
11. Poppy S
12. Alex H
Thanks for supporting our fundraiser
Thank you to Brooke and Big Childcare for organising the Easter eggs for our special school day event tomorrow!
Bushfire Education Partnership
Yesterday we had our first session with Jimmy. Jimmy is a professional filmmaker and he does our film projects with us. In yesterday's session we learnt about the different shots you can use, such as the wide shot, extreme close up, bird's eye view, mid shot, long shot etc. We looked at how to pan and track and how to use angles to get the right shot. We also talked about the history of film quality and how we've come to the 4K we've got now. We looked at the stages of film production and all the different roles people have in the filmmaking process. Next term, we start the program with our Fire Truck convoy excursion in week 2 and we're going to Mason's Falls. We'll also be making three short instructional videos with Jimmy.
Oscar and Zoe
Our star students this week are Xavier, Jacob, Ava and Oscar. Congratulations to you all.
Xavier- for being such an enthusiastic and consistent worker in the classroom. Fantastic effort!
Jacob- for his terrific help this week, volunteering to type up class stories. What a champ!
Ava- for her enthusiastic story writing this week. Great effort Ava!
Oscar- for his terrific participation in our filmmaking workshop yesterday!
Students enjoyed terrific coaching sessions with Billy today. Thanks to the AFL’s school program, it was a busy morning of football skill building for all.
This was our second last week of the science unit in S.T.E.M. this year. We’re getting stuck into the specifics of an experiment. We’ve started to design our own experiments and in the senior classes this meant using a range of provided materials to come up with our own questions. We could test several materials and answer our questions about them and we’ll have a little free choice around our experiments this week. In the junior classes we explored chromatography, how it works, what it can be used for and then did our own chromatography experiment. We found out that inks and dyes respond differently to water depending on how they are mixed together.
SPECIAL ANNOUNCEMENT
As we head into the holidays, there’s a unique opportunity by CSIRO for your Grade 5 or 6 student to participate in a “Future Shapers” Science program. If you win, you will get to participate in a prize of your choosing. For example if you really like museums and learning about dinosaurs you could possibly arrange for a tour of the museum to learn from a palaeontologist. If you’re interested please apply here: STEM Together Future Shapers - CSIRO or speak to Chan about the application.
In the P-3 room this week, the Bee Bots have been in use, providing students with a great opportunity to build on their coding skills.
**BEHIND THE SCENES**
- The concrete pouring of the spoon drains has begun. We’ve experienced some disruption on School Ridge Road, due to trucks and concrete pumps, but hopefully this will be short term. Thanks to all for navigating the hold ups and challenges.
- We’re ready for some Easter fun tomorrow, with some terrific whole school activities planned.
- Thanks to Kate and Diane, who managed to have our terrific Easter hamper prizes wrapped and ready to go today. Thanks also to everyone who managed to sell their tickets and support our Parent’s Club fundraising effort this term.
**Maths Games in the senior grade - Terminator 2 Dice Game**
Resilience is the happy knack of being able to bungy jump through life when the inevitable pitfalls and setbacks of life occur. It is as if you have an elasticised rope around your middle that helps you to bounce back from hard times.
**TIP 7- Consistency**
Consistency is the ideal. Having parents/carers who agree on rules and standards and who convey the same sorts of messages and who value compassion over coercion, clearly has the best outcome in terms of children’s well being. It is also important that parents not be open to manipulation and work together as a team.
Life however is not always so simple and we all know from experience that parents cannot always be consistent. Sometimes parents have different value systems or can’t come to a consistent way to handle particular areas. In these situations, a second possibility is for one parent to take charge of a particular area. This is not the most desirable solution, but it is better than having parents in conflict over management issues or worse, undermining one another. In single parent families or where parents are separated, the same principle applies.
**TIP 8- Teach the skills of Self Esteem**
Families that work well seem to praise one another a lot. Compliments are made, positive efforts are commented on. Optimism is in the air.
Teaching the skills of self-praise is useful. One way of doing this is to ask questions extensively about any achievement or accomplishment. Asking, “How did you do that?”, ‘How come you did so well at that test?’, “What did you do? and ‘Have you been doing homework behind my back?’.
---
**Prep students have been learning about TIME this week!**
Our Pre-Preps sharing some racing car action and some Mr Huff character creations!
The first day of the Easter school holidays is Good Friday - 7 April. Kids Day Out will be held on this day at the Melbourne Convention and Exhibition Centre. The MCEC will be transformed into a children’s wonderland of carnival rides, giant inflatables, craft activities, music, dancing, sports, food and much more.
Entry to Kids Day Out is free, with donations and proceeds from its paid activities helping The Royal Children’s Hospital give sick kids the best possible care.
JOIN A GREAT FOOTBALL CLUB!
If you are aged 12 and under, now is the time to join a great country football club!
Come along to training this Thursday at 5pm at Kinglake Football Oval.
First match is this Sunday at 9.30am!
Kinglake Junior Football Club
[REDACTED_EMAIL]
OPEN DAY
Thursday 27 April, 2023
Eltham High School
Open Morning
Tours commence at 9:30am
Information Evening
Doors will be open from 5:30pm for you to engage with Key Learning Area specialists and displays. Catering and light refreshments prepared by our VET Hospitality students. Presentation commencing at 7pm
BOOKINGS REQUIRED:
www.trybooking.com/CGFVY
Daily tours available commencing at 9:30am. Bookings essential by phoning 9430 5111
JOIN THE FUN!
Kinglake Auskick Centre
Kinglake Memorial Reserve, Kinglake Central
Fridays 4:30pm – 6:00pm
Contact - Jake Murphy
Email address: [REDACTED_EMAIL]
play.afl/auskick
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Dear Parents,
We've got a few very special events coming up. Please mark your calendars and see the details below.
What's happening in Class
Book Fair
In reading, we've been reading non-fiction, narrative, and folktales about earthquakes, and finding commonalities and differences. Our Persuasive Writing unit continues. Most kids have completed one piece already, and are working on another. We've been focused on using hooks to engage the reader, and conclusions that urge the audience to action. In Math, we're into our second unit on Fractions. We've been working on comparing fractions by finding a common denominator. The next unit will be on Geometry. In Science, we're starting our unit on Earth, Sun, and moon, and how they relate to day/night, seasons, and moon phases. We will finish the year with a unit on Energy Transfer, which will conclude with our Lighthouse Café, on June 8.
Lansing Details – April 20
Next Wednesday is our trip to Lansing. We will leave NO LATER than 8:45 that day, so please be sure to have kids here on time that day. We should be back between 4:00 and 4:15. I'll send a text using remind.com when we get close. If you'd still like to sign up, you still can, by texting @mrgoers to 81010.
- I'm encouraging kids to dress appropriately: No T-shirts or jeans with holes.
- Put names on disposable sack lunches.
- Use the purple paper to indicate who will be picking up your child from school
- Electronics including cameras are discouraged.
Pizza parties
Our FINAL reading party will be something different. We're increasing the duration to a 6 week session, from April 11 – May 20, and upping the reading minutes by 50%. So, 600 = party, 850 = party, dessert, & Pizza Hut cert, and 1,100 = all that + extra credits for our final auction. Any reading over spring break will count!
We had our "preview day" today, where kids made a wish list. We'll shop as a class on Thursday, April 21, from 10:30 – 11:00 if you'd like to join us. More info attached to the purple paper.
Spring Concert
Info is coming home today about the concert next Thursday evening. Please let me know if kids won't be able to make it!
Genius Hour update
Over the last few weeks, I've been meeting with kids to check on their progress. Most are well prepared to share what they've learned. Over the next month, kids will be:
1. Creating a visual (poster, etc.) to attract
visitors. (most will create one at school)
2. Memorizing a short "elevator pitch" to explain what they've been working on.
3. Preparing to answer questions about their project.
Please click on the survey to indicate which times work best for you on Tuesday, May 17. I'll share the results next week.
Reminders
* Wed, Apr. 20 – Lansing trip 8:30 – 4:15
* Thurs, Apr. 21 – Book fair 10:30 – 11:00
* Thurs, Apr. 21 –Quincy spring Concert
* Fri, May 13 – Field day
* May 17 – Genius Hour Presentations Afternoon and Evening sessions
* Thurs, May. 26 – **Camp Geneva Trip** All
are welcome
* Fri, June 3 – Trip to Planetarium
* Wed, June. 8 – Lighthouse Café – 12:00 lunch with kids at school
As always, if you'd ever like to discuss anything happening here at school, please feel free to contact me. Quincy Elementary ([REDACTED_PHONE] ex.5731 [REDACTED_EMAIL]
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SE104 Homework 12
1. Determine the critical crack length for a through crack in a thick plate of 7150T651 aluminum alloy under uniaxial tension. The critical stress intensity factor of this alloy is 25.5 MPam 1/2 and the working stress is = 400 MPa. Assume Y = 1/2 .
2. A material contains precracks. Its fracture resistance (i.e. the critical energy release rate) is 3.9 kJ/m 2 ; its Young's modulus is 150 GPa. (a) By using the equation c K IC (i.e. the geometric factor Y = 1), plot the fracture stress (MPa) versus crack size c (mm), for c values from 0.2 mm to 2.0 mm. (b) If a constant stress of 495 MPa is applied, what is the minimum crack size that will cause catastrophic failure?
3. The tensile strength of a brittle material was measured to be 70 MPa. However, after being hit by a hammer once, in a tensile test the same material failed at only 50 MPa. What is a possible explanation?
4. A double-cantilever beam (DCB) specimen is 10 cm wide. Each arm is 4 cm high. It is made of material with E = 200 GPa and KIC = 60 MPam 1/2 . The crack length is 30 cm. What is the critical crack opening displacement (D) for the crack to propagate?
5. (a) Describe how the critical stress intensity factor, the critical energy release rate, and the critical crack-tip plastic-zone size are related to the critical fracture condition. (b) What is the relationship among them? | web | http://mmrl.ucsd.edu/Courses/SE104/Homework/SE104_HW12.pdf | 0.43859 | {
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Solar powered waste bins create unique advertising opportunity
Author: Karen
Recycling and safety go hand in hand
You may have noticed the solar recycling kiosks around the Downtown Brooklyn area with National Grid's gas safety messages. Referred to as Bigbelly smart waste and recycling systems, they are designed to reduce pollution and public waste, lower the on-going operating costs of waste management, and increase recycling. Also, these environmentally friendly fixtures offer innovative, street-level advertising opportunities in high traffic areas as they are visible to both pedestrian and vehicular traffic.
Rocky DiChiara and the Customer Communications team saw the solar recycling kiosks as a great opportunity for National Grid to remind the public about gas safety while promoting the company's commitment to the environment. Using the sun's energy, these kiosks automatically compact trash upon disposal, neatly holding five times as much as ordinary receptacles. Increased capacity reduces collection trips and can cut related fuel use and greenhouse gas emissions by 80 percent.
Renee McClure, Community and Customer Management, joined the Downtown Brooklyn Partnership, elected officials and others for a ribbon cutting event to announce the expansion of the solar waste recycling kiosks throughout Downtown Brooklyn. In her remarks Renee said, "As one of the first companies to take part in the solar recycling kiosk initiative, National Grid has been able to expand its outreach efforts to provide important gas safety messages for our customers and our communities. These environmentally friendly fixtures support National Grid's commitment to the environment and align with our goals to create 21 st century energy systems."
National Grid has gas safety messages on 25 solar waste recycling kiosks in Brooklyn around Atlantic Terminal/Barclays Center, MetroTech and the Court Street Complex. For more on the ribbon cutting event, see coverage in the Brooklyn Daily Eagle
National Grid participates in ribbon cutting event for expansion of solar recycling kiosks.
1 / 2
Powered by TCPDF (www.tcpdf.org)
Date: 26-09-2016
:field_56f15f5d05e83
Author: Karen Young
2 / 2 | web | https://us.ournationalgrid.com/news-article/solar-powered-waste-bins-create-unique-advertising-opportunity/?format=pdf | 0.423884 | {
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St. Aidan's Church of England High School
Carol Service
Christ Church, Harrogate Thursday 16 th December 2021
Welcome to this traditional service of Nine Lessons and Carols. The service flows unannounced, without interruption or applause. Please stand for all congregational carols and remain seated for all readings and choral items.
The governors, pupils and staff of St. Aidan's would like to thank the vicar, churchwardens and parishioners of Christ Church for their welcome.
We would also like to thank the following for accompanying our worship this evening:
Organist Mrs Christine Alp
Pianists Jack Brierley (Year 10)
Ethan Cowell (Year 11)
1
ORDER OF SERVICE
Hymn
Verse 1 Solo: Maisie Havery (Year 8) Once In Royal David's City stood a lowly cattle shed, where a mother laid her baby in a manger for his bed: Mary was that mother mild, Jesus Christ her little child.
Chamber Choir:
He came down to earth from heaven who is God and Lord of all, and his shelter was a stable, and his cradle was a stall; with the poor and mean and lowly lived on earth our Saviour holy.
Please stand
All: And through all his wondrous childhood he would honour and obey, love and watch the lowly Maiden, in whose gentle arms he lay: Christian children all must be mild, obedient, good as he.
For he is our childhood's pattern, day by day like us he grew. He was little, weak, and helpless, tears and smiles like us he knew; and he feeleth for our sadness, and he shareth in our gladness.
And our eyes at last shall see him, through his own redeeming love, for that child so dear and gentle is our Lord in heaven above; and he leads his children on to the place where he is gone.
Not in that poor lowly stable, with the oxen standing by, we shall see him; but in heaven, set at God's right hand on high; where like stars his children crowned all in white shall wait around.
Tom Shaw (Yr 13) Welcome and bidding prayer
All:
The Lord's Prayer
Our Father in heaven, hallowed be your name, your kingdom come, your will be done, on earth as in heaven. Give us today our daily bread. Forgive us our sins as we forgive those who sin against us. Lead us not into temptation but deliver us from evil. For the kingdom, the power, and the glory are yours now and for ever. Amen
Joshua Somerville (Yr 7) The First Lesson: Genesis 3:8-15
Man disobeyed God
Senior Choir:
O Come, O Come, Emmanuel Trad. arr. L Collett
Florence Gaughan (Yr 8) The Second Lesson: Genesis 22: 15-18
Abraham's faithfulness rewarded
Senior Choir:
Mary, Did You Know? Buddy Greene arr. Pentatonix
Ella Swift (Yr 9)
The Third Lesson: Isaiah 9:2, 6-7 The Messiah’s birth prophesied
Junior Choir:
Bethlehem Skies D Barnes/D Maclean arr. R Emerson
Joe Lepine (Yr 10)
The Fourth Lesson: Isaiah 11: 1-3, 6-10 Isaiah foretells the peace to come
Junior Choir:
Ding Dong! Merrily on High trad. Arr. C C Miller
Katherine Pringle (Yr 11) The Fifth Lesson: Luke 1:26-37 The Angel Gabriel greets Mary
Chamber Choir:
Gabriel’s Message Basque trad. Arr. Pettman
Sam Shores (Yr 12) The Sixth Lesson: Luke 2: 1-7
Jesus is born
Silent Night Franz Gruber arr. Reinecke
Mr Mark Pallant (staff)
The Seventh Lesson: Luke 2 8-16 Shepherds go to the Manger
Hymn (Please stand)
While shepherds watched their flocks by night, all seated on the ground, an angel of the Lord came down, and glory shone around.
'Fear not,' said he (for mighty dread had seized their troubled mind); 'glad tidings of great joy I bring to you and all mankind.
'To you, in David's town, this day is born of David's line a Saviour, who is Christ the Lord; and this shall be the sign:
'The heavenly babe you there shall find to human view displayed, all meanly wrapped in swathing bands and in a manger laid.'
Thus spake the seraph; and forthwith appeared a shining throng of angels praising God, who thus addressed their joyful song:
'All glory be to God on high, and to the earth be peace; good will henceforth from heaven to men begin and never cease.'
In The StillnessSally Beamish
Mrs Joanne Wicks (Chair of Governors)
The Eighth Lesson: Matthew 2: 1-11 Wise men worship Jesus
All Choirs: ImmanuelMichael Card arr. Paul Leddington-Wright
Mr Chris Ives: (Associate Head Teacher)
The Ninth Lesson: John 1: 1-14
St John unfolds the great mystery of the Incarnation
Hymn (Please stand)
O come, all ye faithful, joyful and triumphant, O come ye, O come ye to Bethlehem; come and behold him born the King of angels: O come, let us adore him, Christ the Lord.
God of God, Light of Light, lo, he abhors not the Virgin's womb; very God, begotten, not created; O come, let us adore him
Sing, choirs of angels, sing in exultation, sing, all ye citizens of heaven above; Glory to God in the highest; O come, let us adore him
Rev Matthew Evans:
Reflection
Mrs Liz Shores (Lay Chaplain) Prayers of intercession
Blessing
Hymn(Please stand)
Hark! The herald angels sing: 'Glory to the new-born King! peace on earth and mercy mild, God and sinners reconciled!' Joyful, all ye nations rise!
Join the triumph of the skies! With the angelic host proclaim: 'Christ is born in Bethlehem!' Hark! the herald angels sing: Glory to the new-born King!
Christ, by highest heaven adored, Christ, the everlasting Lord: late in time behold him come, offspring of a Virgin's womb. Veiled in flesh the Godhead see! Hail the incarnate Deity, pleased as man with man to dwell; Jesus, our Emmanuel!
Hail the heaven-born Prince of Peace! Hail the Sun of Righteousness! Light and life to all he brings, risen with healing in his wings; mild he lays his glory by, born that man no more may die, born to raise the sons of earth, born to give them second birth.
There will be a retiring collection for the work of Christian Aid
MAY WE WISH YOU AND YOUR FAMILY A BLESSED AND PEACEFUL CHRISTMAS AND A JOYOUS NEW YEAR
'And the Word became flesh and dwelt among us, full of grace and truth; we have beheld his glory, glory as of the only Son from the Father.'
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YOGA A, B, C's
ABC's of Movement
ü I will follow the teacher's instructions.
ü I will name the letters on each ABC's of Movement card.
ü I will control my breathing and my movement while staying on my floor spot.
Things You Need:
ü ABC's of Movement Cards: A, B, C, & D
ü 1 spot marker per student
Set-Up:
1. Use spot markers to create a large circle in the activity area.
2. Students stand in a circle, each student on a spot.
3. Teacher provides instruction and demonstrations while standing with students in the circle.
Activity Procedures:
1. This activity will help students practice attentive breathing and mindfulness while demonstrating simple yoga poses.
2. The teacher displays 1 letter card at a time. Students will identify the letter and then perform the pose on each card. Students remain stationary and do not move off of their home spot.
3. As you begin with the letter A, the yoga modification is Alligator Arms. As students slowly open and close their Alligator Arms, encourage them to breath slowly in and out while paying mindful attention to their breathing. Reinforce mindful breathing with each letter card and movement.
Universal Design Modifications:
* Teach and practice breathing and movements separately before combining them in the final activity.
* Provide physical assistance from adult teaching assistants.
ü Attending and Understanding: Child acts on descriptions provided by others.
ü Emotional and Behavioral Self-Regulation: Child demonstrates control of actions and words.
ü Cognitive Self-Regulation: Child maintains focus and sustains attention with minimal adult support. | web | https://openphysed.org/wp-content/uploads/2017/01/01-02-ABC-Yoga-SEL.pdf | 0.42272 | {
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Hello Everyone
Thank you for all your emails and pictures from home. It was nice to see that some of you had an opportunity to play in the snow – it's a shame that it didn't last long!
We hope that you are all keeping well whilst the nursery is closed to all children. Keep checking the communicator app for updates. Mrs Gould has recorded a story for the children and hopes to add some more this week. Also on the website are videos by some of the staff on diffident topics: cooking, looking after a pony and fitness routines, that the children might enjoy watching.
Have a lovely week and if you have any questions or messages please email.
[REDACTED_EMAIL].
Activities for the week
Reading
This week we are focussing on the Gingerbread man story.
Activity 1: Whilst reading the story ask "What do you think the gingerbread man should do to cross the river?" At the end of the story ask whether they agree with the ending or how they would have ended the story.
Activity 2: Practise retelling the story – try using some voice sounds that we looked at in our phonic sessions to create sounds to go with the story eg footsteps running and animal sounds. Try and use the repeated phrases in the story when retelling 'run run as fast as you can, you can't catch me I'm the gingerbread man'
Activity 3: Decorate a gingerbread man, describe what you have made for him (buttons, hat, coat) – you can bake, use playdough, draw round a cutter on paper or ask an adult to help you get a template.
Maths
This week we are working on positional language. The cards below give some ideas on words to use. Try putting a soft toy in different places and using full sentences to describe where they are. You can play hide and seek with toys, using clues to help locate them eg 'the owl is above the radiator but below the picture'.
Our topic is Celebrating this half term. Over the last two weeks we have looked at celebrations that take place and how you celebrate at home and in the church.
This week we are looking at the Presentation story. Start by sharing that a presentation is a gift, a present.
Watch the Beginners Bible: Simeon and Anna meet Baby Jesus or you might like to read the Bible at home: Luke Chapter 2 verses 23-40.
Gross and fine motor skills
Remember to keep practising lots of difficult skills whilst you play. Ideas include: using pegs, making indoor assault courses, balancing, scootering, climbing, painting, using playdough, using lego, building blocks. I have added some pictures for some ideas.
See you all soon
Mrs Preston, Miss Capillo, Mrs Gould and Mrs Clarke | web | https://www.st-edmunds.richmond.sch.uk/attachments/download.asp?file=3371&type=pdf | 0.485692 | {
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Student Name: Sophia
Rutland Intermediate School Grade 5
Teacher: Mrs. Harris
Earth Day
I love Vermont because of the mountains, clean air and hiking trails. I like the mountains because they are so beautiful. The mountains also protect us from tornadoes. I like the clean air because every time I go outside, I can breathe wonderful air. I love Vermont because of the hiking trails. You can just hike and look at the beautiful nature.
I enjoy Vermont because of the four seasons. In the summer, you can go swimming, hiking and running. In the winter, you can build snowmen, go skiing, ice skating and have snowball fights. In the fall, you can look at the leaves, jump in leaves, pick pumpkins and bake pumpkin pie. And in spring, you can plant flowers, take a walk and ride your bike. I also enjoy all the fun things you can do, like bike riding, swimming in pools skiing and looking at nature.
I also have some concerns about the future of Vermont environment. The first is pollution because not all people recycle. One time when I was walking on the sidewalk, I saw a lot of garbage. So I decided to pick up the garbage and throw it away. A lot of people also drive cars, which is bad for the air.
There are some ways we can fix the future of the Vermont environment. One way is to recycle so there is less trash on the road. People can also use reusable bags and not plastic bags. People can also stop driving cars and instead they can walk, ride their bikes or they can buy an electric car. These are some ways we can fix the future of the Vermont environment. | web | https://ago.vermont.gov/wp-content/uploads/2021/04/Rutland-Sophia-Earth-Day-Essay_Redacted.pdf | 0.461811 | {
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Quotation Challenge -
Quote the verse to three people word perfect after being asked the question. You can quote the same person more than once but no more than once a day. You may quote to your parents. Have you parents text me your name and verse when you complete the challenge.
Romans 1:16
Larry Sings
Earn a button quoting at practice or before call or text:
Larry Mullins [REDACTED_PHONE]
New Lanyard for every 10 buttons + $1000 Kids Kash
e
M
365 = QUOTATION QUESTION. Quote the verse of Romans chapter one which tells us the power of the gospel.
Romans 1:16 For I am not ashamed of this Good News about Christ. It is the power of God at work, saving everyone who believes.
For I am not ashamed of the gospel of Christ: for it is the power of God unto salvation to every one that believeth; to the Jew first, and also to the Greek.
For I am not ashamed of the gospel, because it is the power of God that brings salvation to everyone who believes: first to the Jew, then to the Gentile.
For I am not the least bit embarrassed about the gospel. I won't shy away from it, because it is God's power to save every person who believes: first the Jew, and then the non-Jew..
Definitions & Synonyms
: Say the verse out loud and repeat it 5 times.
: Trace the letters and write the verse below. | web | https://www.jbq.org/sg/qq/QQ365-Romans1~16.pdf | 0.480959 | {
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The pattern of question paper will be as follows:
**Section- A**
(10 Marks)
Ten objective type questions of one mark each from all units.
**Section -B**
(50 Marks)
Five short type questions /explanations (250-300 words) with internal choice covering all units.
**Section -C**
(40 Marks)
Two full length questions out of five, each carrying 20 marks. (800 words)
**Paper - I : Drama and Poetry**
**M.M. 100**
**Unit - A : Drama**
Shakespeare: *The Merchant of Venice*
J.M. Synge: *The Playboy of the Western World*
**Unit - B: Poetry**
The following poems from *Fifteen Poets* Oxford University Press.
| Author | Poem |
|------------|-----------------------|
| Milton | Lycidas |
| Dryden | Alexender’s Feast |
| Coleridge | Kubla Khan |
| Coleridge | Frost at Midnight |
| Tennyson | Crossing the Bar |
| Tennyson | From – In Memorium (from lines Ring Out, Wild Bells C-VI on page 401) |
**Unit - C: Indian English Poetry**
The following poems from *An Anthology of Indian English Poetry* Edited by a Board of Editors, Orient Longman.
| Author | Poem |
|--------------------|-----------------------|
| Nissim Ezekiel | Marriage |
| | Night of the Scorpion |
| Jayant Mahapatra | Indian Summer |
| | Lost |
| R. Parthasarthy | Regret |
| | Mahabalipuram |
| | The Dance of Eunuchs |
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Online presentations for works in progress
Presentations are a great way for students to connect with one another, share their ideas, and help each other learn. While presentations tend to serve as the last piece of a final project, they can be very useful to students in for gathering feedback on work in progress. In an online course, presentations may be one of the only ways that students can get feedback from peers on their ideas.
Prepare and present
Incorporate feedback
As the presenter, you should find a time that works for most students to attend their presentation (or all students in a smaller group) and schedule a Zoom meeting. Anyone who cannot make it can watch a recording.*
Get ready for the presentation by developing a rough script of what you'd like to say and some visuals. Ask your audience to comment on specific elements of the presentation.
It can help to develop a few clear questions such as, "What do you understand about my topic?" or "What did you think about my case selection?" Record the session using Zoom so that others can watch later and you can review the participant comments.
Watch your Zoom recording, read through any notes you took, and make changes accordingly. You can even follow up with a classmate if you need clarification after the presentation is over. However the presentation went, it's now over and you've hopefully gained some good insights!
*Tip: Have students record their presentations save them to the Zoom cloud. Zoom will generate captions for the video.
Why we love this assignment
Presentations change the way we learn
Presenting online reduces public speaking anxiety
When you students are asked to create a presentation or explain a concept verbally, they are required to do more than just regurgitate information - they are tasked with putting it in their own words, relating it to their own knowledge base, and articulating its meaning to their peers. Students in online courses in particular should get practice with articulating their ideas verbally as the majority of their work is typically written.
While the thought of a presentation in front of a whole in-person class might still give adult learners anxiety, online presentations can relieve some of those high-stress factors and allow students to practice these important skills in a lower-stakes environment.
Provides options for synchronous or asynchronous engagement
Students (and faculty) have the option to attend presentations live or to watch them later if the Zoom meeting is recorded. Encouraging students to attend live will help increase a sense of community in an online classroom and improve the quality of feedback. For those who can't attend, they still have the option to watch and provide comments or contribute to a broader discussion at a time that's convenient for them.
brandeis.edu/gps
a | web | https://imagesgpscourses.s3.amazonaws.com/digitalstudentpresentations.pdf | 0.486476 | {
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Down Home Project
Summary Information
Name: Rabbi Michael Aaron Robinson
Birthplace: Asheville, North Carolina
Birthdate: December 13, 1924
Parents: Samuel Robinson and Esther Kroman
Siblings: Eva, Emanuel, Leah, Faela, David and Helen (cousin)
Michael's father, Samuel Robinson was born in Belarus. His father came to Galveston, Texas before the Galveston Movement; an uncle brought him (Sam) there after his father had already been living there. He studied engineering at University of Texas and later received his degree in optometry and practiced this profession in Asheville until he was in his early eighties. He was known to have lost white patients due to his insistence on serving blacks who had arrived first. He worked to integrate the black scouting movement within the Daniel Boone Council.
Michael's mother Esther Kroman, moved from Chicago to Asheville with her parents because her father had tuberculosis. Her mother was born in Leeds, England of a confederate family that had moved there during the Civil War, possibly from St. Joseph, Mo. His maternal grandfather died early and his grandmother ran a millinery store. They lived in a boarding house across from the Wolfes' Old Kentucky Home and his mother would walk to school with Thomas Wolfe. The two families were friendly. Esther had two half brothers who ended up having stores—one in Sylva, then Bryson City, NC; the other in Ellijay, Ga.
Esther and Samuel met outside the millinery store on Patton Avenue. They had both been from single parent homes. When they married they wanted to have a large house full of children. They had six plus a niece.
Asheville had a reform and a conservative congregation at the time. The two groups did not socialize. The Robinsons attended services at the Reform Temple every Friday evening after which the children might be dropped off at parties. Jewish life in the Temple and in their household was very important. Michael had a classical reform background with little Hebrew, a gentile choir and an organist. When Rabbi Sydney Unger led his first service at the Temple and sang the kiddish in Hebrew, most people did not know what was happening (circa 1942).
There were approximately two hundred Jewish families in all of Asheville at the time and most of Michael's friends were not Jewish. It was the norm to interact on a daily basis with non-Jews. His mother had attended St Genevieve's boarding school; his father's clientele included many blacks. His grandmother and mother went to Christian Scientist
meetings once a week because they were Jewish Scientists. There were also not any predominantly Jewish neighborhoods, though most Jews lived in north Asheville.
Every day after school he worked at Finkelstein's Loan Office and met people who were pawning items, mostly Blacks and country people. Michael was attending NC State when he enlisted in the Navy. He served on a landing ship tanker in the Pacific theater where he maintained the electronics. It was after this experience that he decided to become a Rabbi and a pacifist. After the Navy he returned to Asheville briefly. He left to attend rabbinic school-Hebrew Union College in Cincinnati, Ohio—and never returned to Asheville to live. He never felt that there was anti-Semitism in the south. His teachers accommodated his holidays and ate at their home during Passover. When he became a Rabbi in the North he was surprised at the amount of anti-Semitism that his congregants had experienced.
During the Civil Rights movement in the 1960's he returned to the South for demonstrations and was arrested on several occasions. He remains an activist and considers himself a Southerner even though he has spent his adult years in New York, Washington State and California. He believes Southern Jews are Jews by virtue of religion rather then culture Jews. For example, in Asheville every Jewish store and office were closed on the holidays and he believed that non-Jews respected the Jews for that. Michael felt more comfortable with Southern Baptists that northern Jews because they shared a common southern culture. People outside the South thought that he was an anomaly and couldn't believe he was both Southern and Jewish.
Additional facts about Samuel Robinson from summary in the UNC-A Ramsey Library manuscript collection (the Samuel Robinson papers):
Samuel Robinson (1891-1973) was born in Grodno in 1891 and came to the United States with his family in 1901. He graduated summa cum laude from the University of Texas with a degree in engineering. He worked with fisheries in Texas, in the oil fields in Louisiana and as a surveyor for the Houston harbor.
Samuel was a founding member of the Carolina Mountain Club, a noted local Boy Scout leader for more than 25 years, as well as a member of the national council of the Boy Scouts of America. He worked for the American Forestry Association and the [Asheville] Metropolitan Planning Board.
He performed his own laboratory work in his optometry profession. During the Depression, and at other times, he never turned away patients, making adjustments for payment according to the patient's ability to pay. He strove to raise standards within the optometry profession. He was an active member of Temple Beth Ha Tephila in Asheville for fifty eight years, missing services only when out of town. He had seven children, seventeen grandchildren, and three great-grandchildren at the time of his death on December 22,1973.
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Title of Intervention: House Dust Mite and Smoke Reduction for High-Risk infants
Intervention Strategies: Environments and Policies, Individual Education
Purpose of the Intervention: To reduce exposure to house dust mites and tobacco smoke for children who are high risk for asthma
Population: Parents with children at high risk for asthma
Setting: Participants' homes; home-based
Partners: None mentioned
Intervention Description:
* Individual Education: Parents received counseling on keeping pets outside the home and smoking cessation for those that smoked. Parents were instructed to wash the bedding in hot water weekly.
* Environments and Policies: Participants were given vapor-impermeable covers for all mattresses and box springs. Nurses applied benzyl benzoate powder to carpets and furnishings.
Theory: Not mentioned
Resources Required:
* Training: Not mentioned
* Staff/Volunteers: Nurses
* Technology: Not mentioned
* Budget: Not mentioned
* Space: Not mentioned
* Intervention: Vapor-impermeable covers for mattresses and box springs, benzyl benzoate powder
* Evaluation: Questionnaires
Evaluation:
* Methods and Measures:
* Design: Randomized controlled trial
o Questionnaires assessed home characteristics
o Physical examinations assessed risk of possible or probable asthma
Outcomes:
* Long Term Impact: The intervention resulted in a modest but significant reduction in relative risk of possible or probable asthma and rhinitis without colds in high-risk infants.
* Short Term Impact: Not measured
Maintenance:
Not mentioned
Lessons Learned: This intervention may serve as an effective primary prevention tool for children at high risk for developing asthma.
Citation(s):
Chan-Yeung, M., J. Manfreda, et al. (2000). "A randomized controlled study on the effectiveness of a multifaceted intervention program in the primary prevention of asthma in high-risk infants." Arch Pediatr Adolesc Med 154(7): 657-63. | web | https://health.mo.gov/data/InterventionMICA/Asthma/5258.pdf | 0.422548 | {
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Reviewing with the CNTRL Criteria
Academic outlets use (peer) reviewers, who critically look at the value of submitted papers, give an evaluation (to the editor) and constructive criticism (to the author). Often, the review is double blind, which means authors and reviewers don’t know each other’s names.
In reviewing papers (or posters, reports, etc), reviewers use a set of criteria to judge the work.
**CLEAR**
Ask: Can I see what the author wants to say? Is the whole thing a puzzle for me? Can I see the 30 second message?
Do: Attend to your spelling, grammar, word use, definitions, examples, visuals. Communicate your main theme clearly and early (in the introduction and abstract)
**NEW**
Ask: Do I learn anything I didn’t know yet? Did the author add value? Is it more than a summary?
Do: Make clear what your contribution is and how it goes further than what the audience already knows. Even a literature review brings something new.
**TRUE**
Ask: Am I convinced? Is evidence given? Is the claim proven? Do I trust the reasoning? (not: Is it my opinion too?)
Do: Cite sources, give evidence and argue why it warrants the claims. Explain, define, visualize.
**RELEVANT**
Ask: Can I use this? Will it help me do my job? Does it connect to the theme?
Do: Consider the expectations of your audience, their interests, and needs.
Reader-centered writing: an empathic strategy
Writing and reviewing is like User-Centered Design: you need to ‘step into the shoes of the user’, to look at your text through the eyes of the intended reader, even if that reader is in some ways different from you. A reviewer needs to do this (for readers of his own community, e.g., a journal). A writer needs to do this. During the writing, look afresh at your text, through the eyes of the reader and reviewer (use the CNTRL criteria to help you).
**LIKE**
Ask: Does it excite me? Is there a spark? Something special that doesn’t fit CNTRL criteria? (feel free to be subjective here)
Do: Bring something original, show excitement, bring lively quotes and examples, have an evocative title or visual.
This is where it begins. If it’s not clear, the other criteria cannot be judged
Here’s where communities have their specific rules, demands, and expectations
And yes, there’s more than just these rules | web | https://studiolab.ide.tudelft.nl/studiolab/mapofwriting/files/2021/02/Section2b.pdf | 0.494842 | {
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Microdermabrasion Edmonton
Microdermabrasion Edmonton - The condition of Dermatitis Herpetiformis is a chronic skin condition characterized by blisters filled with a watery fluid. It is otherwise called DH or Duhring's Disease. The name implies the meaning in that it is a skin disease which has the certain appearance similar to herpes, however, the condition is not related to or caused by the herpes virus. DH was first described by Dr. Louis Duhring during 1884, thus the name. In 1867, a correlation between gluten intolerance or celiac disease and DH was recognized. In the majority of cases, the age of onset is normally 15 to 40 years, even if, DH could likewise have an effect on children as well as the elderly. Women and men are likewise affected. The prevalence of DH varies from 1 in 400 to 1 in 10,000.
Symptoms
DH has a characteristic rash that contains chronic papulovesicular eruptions and is intensely itchy. Normally, this rash is distributed symmetrically on extensor surfaces like for example the knees, elbows, back of neck, buttocks and the back. The blisters can range from being up to 1 cm across to extremely small. Since this condition is very itch intensive, the desire to scratch could be overwhelming. This can cause the sufferer to truly scratch blisters off before they can be checked by a doctor. Intense itching or intense burning sensation are sometimes felt prior to blisters appearing in a specific area.
If not treated, the severity of DH could significantly vary in time. Usually, the indications originally appear in the early years of adulthood, usually between 20 and 30 years old. The first visible symptoms are the small vesicles or papules that resemble bumps or blisters. The first indications are intensive itching and burning. Normally, the very first blisters appear on the lower end of the spinal column, on the shoulders, along the hairline and at times in the mouth. Rarely, does the rash occur on various mucous membranes other than the lips or the mouth. If gluten ingestion is prevented and the proper medication is given, the indications usually disappear. In several cases, taking oral contraceptives can worsen the symptoms.
The signs of dermatitis herpetiformis are chronic. Generally, the symptoms tend to come and go, often in short periods of time. These signs can be accompanied by abdominal pain and tiredness and some indications of celiac disease.
The rash that is caused by DH forms and disappears in 3 stages. Initially, the person can see a slight discoloration of the skin where the lesions appear. Next, the skin lesions transform into noticeable papules and vesicles which are likely to occur in groups. The healing stage of the lesions is the last stage of development. Usually this set of indications is characterized by a skin color change. This may lead to areas of the skin turning darker or lighter compared to the color of the skin elsewhere on the body. Because of the intense itching, individuals normally scratch which can result in the formation of crusts. | web | http://edmontonnaturopathicclinic.com/edmonton/pdf/275/microdermabrasion_edmonton.pdf | 0.516673 | {
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Garbage in Mexico
Our North American sensitivities are appalled by the extent of garbage in the water and on the beaches of Mexico. We've been cruising the outside of the Baja peninsula, down to Banderas Bay, up to Mazatlan and through the Sea of Cortez for the past 9 months and are continually astonished by the volume of garbage everywhere. We've spent time trying to clean up remote beaches by filling garbage bags with plastic bags and bottles, only to have it replaced on the next high tide. We've witnessed families enjoying a fiesta on the beach only to find their beer bottles, food wrappers and diapers left behind, usually within walking distance of a garbage can. Idyllic looking small coves that we've shared with the occasional fishing boat get littered by the refuse tossed overboard by the fisherman. I don't get their attitude towards garbage. Is this an out of site - out of mind concept, or it's not my beach so I don't give a shit?
If the Mexican tourist ministry, FONATUR, is serious about promoting the Sea of Cortez as a pristine marine environment for tourists to explore, shouldn't there be some attempt at education, programs sponsored to cleanup areas, or other means of dealing with the situation? I understand that some communities, such as La Paz and Escondido, have made their own attempts to clean up beaches and keep them clean through proactive garbage pickup programs. Actions like this may not be possible everywhere in Mexico but could be the first step in changing attitudes toward garbage disposal.
I have travelled extensively overland through developing nations in eastern Europe, Asia and west Africa, so I have experienced how garbage is handled in these various places. Perhaps the worst shithole I was ever in was the Cambodian border town of Poipet where amputees and Aids victims slept amongst piles of plastic and household refuse. The extent of garbage I've witnessed in some locations along the coast of Mexico, like Bahia Catalina near Guaymas, rivals this scene. Some countries, such as Thailand, have successfully made the transition from the banana leaf wrapper to modern plastics and have learned to properly dispose of the garbage.
The Gringo hangouts aren't immune to garbage accumulation either, although the popular anchorages that we've been to such as Matanchen Bay, Caleta Partida and Conception Bay are decidedly cleaner. In Bahia San Carlos oil covered Coke bottles floated through the anchorage, at Los Gatos we found cruisers' garbage buried ashore and we witnessed cruisers discarding their cans into a bay only a few hundred metres from the anchorage. Burying or throwing garbage overboard is at odds with the concept of cruising in unspoiled, clean surroundings. We've heard, but not experienced, that water in anchorages such as Barra de Navidad and Zihua get so tepid and the fecal coliform count so high that cruisers are reluctant to go swimming to cool off. Is this the dream cruise people envisioned?
I'm not exactly a greenie-weenie, but we've always tried to have a minimal impact wherever we go and I thought sailing fit that concept. We try to reduce the amount of garbage produced on board, but since nearly everything except fruit and vegetables is pre-packaged we end up with one bag full of garbage nearly every week. When we take this ashore, we anticipate that the 10 pesos we give to the local entrepreneur ensures our garbage is properly dealt with. Given the attitudes we've seen, this may not always have been the case. If we had more storage space I'd pack the garbage with us until reaching a major center with adequate garbage disposal facilities. Instead I just have to hold my fears and try not to feel guilty about contributing to the situation.
As relative newbies to the cruising scene, I've got some questions that I hope you or your experienced audience may provide answers to. Can we expect to see this extent of garbage throughout the coast of Mexico? If so, how do they deal with it - accept it as part of the "experience", attempt to clean up areas or leave? Does this same degree of disrespect for the environment exist all the way into Latin America?
I do not think that negative responses to these questions would stop us from continuing on with our cruise, but it may help us avoid some areas and be mentally prepared for other unavoidable situations. When we are on passage and the warm wind is pulling us comfortably along, images of garbage strewn beaches are the last thing on our minds. Maybe there is a message there.
Geoff Goodall S/V Curare Vancouver, Canada
Email:[REDACTED_EMAIL] | web | https://curare.typepad.com/curares_adventures/files/Garbage.pdf | 0.490259 | {
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SETOUCHI GREAT KITE ART PROJECT 2019 SUMMER in Teshima・Kou
瀬戸内大凧プロジェクト2019 夏 in 豊島・甲生
空を曳く
Hauling the Sky
by kiryu-bu_気流部
Great Kite flying _大凧揚げイベント
8/11th(Sun).12th(Mon). 2019
◆Time- 15:00 ～ （Bus & Ferry/timetable ▶Back side）
◆Location- Beach at Kou・Teshima _甲生海岸・豊島（MAP ▶Back side）
Let’s fly a great anchor-shaped kite at the beautiful Kou beach, located in the south side of Teshima-island.
Join us in this great project that you can anchor a huge kite in the sky of Kou area.
※chance of cancelation due to adverse weather.
幅3.2m×高さ5mの錨（いかり）型の大凧を、瀬戸内海を臨む豊島南側の美しい甲生海岸にて大空へと揚げていきます。
海と空が逆さまになり、豊島・甲生の空に錨を下ろす大凧プロジェクト、是非ご参加下さい。 ※雨天、及び強風の場合は中止
Open production and exhibition_公開制作と展示
8/13th(Sat)〜15th(Thu)
◆OPEN-9:30~16:30
◆Teshima・Kou area_豊島・甲生地区 (MAP ▶Back side)
Setouchi Triennale 2019 瀬戸内国際芸術祭2019
Hauling the Sky ~Related program_ 空を曳く～関連企画
in Teshima•Kou area_ 豊島•甲生地区
vol.1. Installation
‘Kites born in Teshima’ ～Air-playing of kiryu-bu, Mr.Kimura and local children～
Teshima has an amazing kite master, well-known Mr. Kimura, who is 97 years old this year. Shinji Morino (Kiryu-bu) selected more than hundred hand-crafted kites from Mr. Kimura’s wonderful collection made throughout his lifetime. These selected kites will be exhibited, alongside with the kites made by the local elementary school kids and the great kite by Kiryu-bu, in a vacant house in Kou area. Come and enjoy the wings of the playfulness!
※Mr. Kimura flies his own kites in public occasionally.
「豊島で生まれた凧たち」～気流部と木村さんと子供達の空あそび
豊島には御歳 97 を迎える凧名人がいます。島では誰もが知っている木村のおじいちゃん。今展示では、これ迄に木村さんが生涯をかけて作った凧（その数 100 以上）を森野晋次（気流部）のディレクションにより、甲生の空き家に気流部大凧、豊島の小学生が作った凧と共に展示致します。島の上空に舞い上がる“遊び心の翼”の数々を是非御覧下さい。
※不定期で木村さんによる自作凧揚げ実演もあります。
★Kite making workshop!!_ 凧作りワークショップ開催!!
Aug. 10th(Sat), 11th(Sun), 12th(Mon) 13:00〜14:00 ※¥500 (20 people /day)
We make original kites using Japanese traditional method, with bamboo sticks and Japanese paper. As a souvenir of Setouchi Triennale, let’s fly your own kite with Kiryu-bu!
竹ヒゴと和紙を使った和凧の技法でオリジナルの凧作り。瀬戸芸の思い出に、自分だけの凧を空に揚げて帰ろう！！
vol.2. Small exhibition
‘Vacant house for octopus’ ～Mr.Ikuta's Takotsubo collection～
We exhibit a series of valuable Takotsubo (pot to trap octopuses) collected by Mr. Ikuta, whose family has been engaged in fishing for generations in Kou area. A takotsubo, used for octopus fishing since ancient times, is now available in various forms and materials, such as plastic. However, Mr. Ikuta assures that ‘Octopuses like unglazed pot the most’. Please come to the Japanese traditional old house in Kou and enjoy the unique texture and shape of Takotsubo, aged well in the current of Seto inland sea.
「タコの空き家」～生田さんの蛸壺コレクション
豊島甲生地区で代々漁師を営む生田清人氏の瀬戸内海蛸壺コレクションを展示。
弥生時代から始まったとされる蛸節で使用される壺は、時代と共に形や素材が変化します。今では扱いやすいプラスチック製もありますが、「蛸にとって居心地の良いのはやはり陶器製」（生田氏談）。それらが持つ、瀬戸内海の潮流の中で育まれた独特の風貌と風合いを、甲生地区の空き民家の中で是非感じ取ってみて下さい。
How to get to Kou_ 甲生への行き帰りの時刻表
※Examples of how you can organize your trip to Kou. ※甲生エリア作品鑑賞の為の参考時刻表（一部）
FERRY
高松 → 家浦 Takamatsu → Ieura
月・水・木・金曜日（Mon, Wed, Thu, Fri）
7:41 9:02 10:45
火曜日（Tue.）
7:41 13:05
宇野 → 家浦 Uno → Ieura
6:45 8:40 *11:10 11:35 13:25
*月・土・日曜日・祝日（Sat, Sun, Holidays, Mon.）
家浦 → 宇野 Ieura → Uno
12:30 *14:00 16:25 17:30 *18:40
*月・土・日曜日・祝日（Mon, Sat, Sun, Holidays.）
BUS
家浦 → 高松 Ieura → Takamatsu
月・水・木・金曜日（Mon, Wed, Thu, Fri）
14:25 17:20
火曜日（Tue.）
12:00
宇野 → 家浦 Uno → Ieura
9:07 10:42 14:05
甲生 → 家浦 Kou → Ieura
10:50 14:13 16:22
※赤字は最終便 / Red letters are final | web | http://kiryu-bu.com/kiryu-bu/AIR_Info/entori/2019/9/27_Air_Info_137Great_kite_festival_by_kiryu-bu___2019-AUTMN_files/%E7%A9%BA%E3%82%92%E6%9B%B3%E3%81%8F2019.pdf | 0.46877 | {
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Learn About Careers In Agriculture
Future Farmers Enjoy UA Visit
R. W. Cline
Department of Agricultural Education
March 29, 1957, was a highlight of the school year for nearly 600 Arizona Future Farmers who took part in the annual FFA Field Day conducted by the College of Agriculture at the University of Arizona.
These farm and ranch boys were selected by their teachers to represent their schools, from a total of 1,850 students in 33 Arizona high schools with departments of vocational agriculture.
They Get a Look at College
The main objective of the full day's program conducted by 10 college departments was to encourage high standards of school work among students enrolled in vocational agriculture. The meeting on the campus also serves to acquaint the visitors with the facilities and personnel of their Land Grant college and the many opportunities to prepare for a career through college work at the university.
The educational activities included judging, demonstrations and tests in the major areas of agriculture taught in high school. These are agricultural economics, agricultural engineering, agronomy, animal production (including meats), dairy production and dairy products, entomology, horticulture, poultry, and soils.
Meats Contest Popular
The meats contest, which includes identification and judging of cuts, was added last year. It is very popular with students. It was conducted this year in the new college meats laboratory at the Campbell Avenue farm. Another new event this year was the judging of soils as to productivity by use of samples, profiles, and analysis data.
Recognition of performance in the various events was given at the awards banquet when certificates of achievement were given individuals and FFA plaques to teams representing their schools. Three levels of excellence—gold, silver and bronze—were used in making the awards.
ed. Diuron may be such a herbicide for early season weed control. Diuron is very similar to amonuron, but it appears safer for use on short-staple cotton varieties. Diuron also appears more effective for controlling annual grasses.
Good farming practices are an important part of any weed control program. The proper use of herbicides can improve weed control. However, these herbicides must supplement rather than replace good crop rotations and proper crop management. Additional information on herbicides for weed control in cotton will soon be available from the Arizona Agricultural Experiment Station in a bulletin entitled "Chemical Control of Annual Weeds in Cotton."
Large plaques were given to the two schools with the highest total scores in all contests in the program.
The teams with highest scores on dairy and dairy products, livestock, meats and poultry will represent Arizona at the National FFA Judging Contests at Kansas City, Mo., and Waterloo, Iowa, next fall.
They Learn Leadership, Too
While developing abilities in production agriculture, Future Farmers also prepare for leadership through study and practice of public speaking, conducting business meetings and other group processes.
As a part of the program for the day, five teams representing various regions of the state competed in parliamentary procedure.
June In
Cochise County
Wed., 6:55 a.m.—KAWT, Douglas
Coconino County
Tues. and Thurs., 8:10 a.m.—KCLS, Flagstaff
Graham County
Sat., 10:00 a.m.—KGLU, Safford
Greenlee County
Sat., 10:30 a.m.—KCLF, Clifton
Maricopa County
Mon. thru Sat., 5:55 a.m.—KRUX, Phoenix
Sun., 8:45 a.m.—KOY, Phoenix
Pinal County
Mon. thru Fri., 12 Noon—KCKY, Coolidge-Casa Grande
Yuma County
Mon. thru Fri., 7:20 a.m.—KYUM, Yuma
University of Arizona
Thursday, 9:30 p.m. (Arizona Farm and Ranch Hour)—KOY, Phoenix
KTUC, Tucson
KSUN, Bisbee
KYMA, Yuma
KVNA, Flagstaff
KVNC, Winslow
KAWT, Douglas
Television
University of Arizona
Sat., 1:00 p.m. (Across the Fence) KTVK, Phoenix, Channel 3
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Medication Information Card
Lithium
(Lith – ee – um)
Other names for this medication
Carbolith®
Duralith®
Lithane®
Lithium Citrate
There are many other names for this medication.
How this medication is used
This medication helps keep your mood even. It helps balance chemicals in the brain.
It may take 1 to 3 weeks before you get the full effect of this medication.
If you are pregnant or thinking about getting pregnant, talk to your doctor or health care provider about the risks and benefits of taking this medication.
How to take this medication
Take this medication exactly as directed by your doctor or health care provider. It must be taken regularly, even if you feel well.
This medication is usually taken with food to avoid an upset stomach.
How to take this medication (continued)
This medication comes in 2 products:
- short-acting
- long-acting, also called slow-release or extended-release.
Tablets or Capsules: Swallow whole. Do not crush, break or chew.
Syrup or Liquid: Drink the liquid. It can be mixed with juice, but be sure to drink all of the juice.
You need to have blood tests to measure the amount of Lithium in your blood. Your doctor may adjust your dose of Lithium after your blood tests. Do not take more of this medication without talking to your doctor or health care provider first.
If you miss a dose of this medication, take it as soon as possible. However, if it is within 4 hours (about 6 hours for extended-release or slow-release capsules) of your next dose, skip the missed dose and go back to your regular dosing schedule. Do not take 2 doses at one time.
Drink 8 to 12 glasses of water each day.
Do not change the amount of salt in your diet unless your doctor tells you to.
Until you know how this medication affects you, do not drive or operate machinery.
While taking this medication you may notice
- increased thirst
- increased urine
- weight gain
- acne
- slight muscle weakness
- a fine tremble in your hands
- upset stomach
- occasional loose stools
- occasional vomiting
- abdominal pain
Contact your doctor or health care provider if you notice
- slurred speech
- problems with vision
- increased nausea and vomiting
- unusual tiredness, weakness or drowsiness
- watery stools or diarrhea more than 2 times a day
- trembling or shaking
If you cannot reach your doctor, health care provider or psychiatrist, go to the nearest Emergency Department right away. These signs may mean that your dose is too high and needs changing. | web | https://www.hamiltonhealthsciences.ca/wp-content/uploads/2019/08/DrugCardBookletLithiumPORTRAIT-pe.pdf | 0.450636 | {
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What to Take
The following serves as a general guide – pack according to the climate and purpose of travel. Prepare a checklist as you pack. You will be allowed 2 checked bags, 1 carry-on & 1 small bag, such as a purse. One suitcase with wheels, a large travel backpack and a daypack should be sufficient. Check with your airline if you have concerns – luggage requirements are changing. After you've packed, carry your luggage around the block. If it's too heavy, remove things you can live without!
Necessities
- Passport/Visa/Plane ticket
- Money (to change into local currency)
- Student ID (ISIC, ISEC or Student Advantage)
- 1 or 2 credit cards (Visa, MasterCard or AMEX)
- 1 or 2 ATM cards (usable with checking accounts)
- Phone numbers of all banks and credit card companies
- Photocopies of all documents
- Traveler's checks (emergency reserve)
- Extra passport-size photos
- Supply of prescription drugs in original bottles to last your entire stay; also bring original prescription (pack in carry-on)
- Travel alarm clock
- Camera, film, protective bag (pack in carry-on)
- Travel guides, phrase books, map
- Batteries (they are often less expensive in the US)
Clothes & Accessories Take dark colors to hide dirt; bring clothing you can wear in layers.
- 5 tops/shirts, 1 sweater
- 1 coat (waterproof)
- 3 pants (most countries do not wear shorts)
- 1 hat to protect from sun or cold
- 1 dressier outfit
- 7 pairs of socks and underwear
- 2 or 3 pairs of rainproof shoes (1 for walking, 1 for dress, 1 for exercise)
- 2 pajamas
- 1 swimsuit & shower flip flops
- 1 belt
- 1 bandanna (napkin/scarf/handkerchief/distress signal)
Useful Items
- Water bottle that doesn't leak
- Small piece of light nylon rope for clothesline/shoelace
- Travel umbrella
- Address book
- Wristwatch
- Sleeping bag or sleep sack
- Passport pouch/ money belt
- Cold water detergent, spot remover
-
- Compass—can be handy even in the most urban areas
- Some reading material
-
Journal, sturdy ballpoint pens
- Earplugs
- Ziplock bags for maps, books, journals, and anything else you want to keep dry
- Plastic bags for dirty clothes
- Voltage converter AND plug adapter if you are bringing any appliances
- Gift items to give away—anything with your hometown or other American city or Berry College printed on it – do not wrap, as airport screeners might unwrap them
- Knife, fork and spoon that fit together (put in checked bag)
- Small gifts or toys for children. Balloon animals are a good way to break the ice with children, and children are a good way to break the ice with adults.
- Frisbee, ball, playing cards, some small toy
- Photos of your home and family (for memories and also breaking the ice)
- Universal drain plug (flat rubber circle) will help you wash your laundry in public sinks
- Sewing kit, safety pins, First Aid kit, small flashlight, Pocket knife (pack in checked luggage – do not carry on!)
- Sunglasses
- Small combination locks
- Change purse
Toiletries & Health Related Items
(Many items can easily be purchased abroad; bring with you only a starter supply.)
- Toothbrush/small tube of toothpaste, dental floss
- Shampoo
- Deodorant
- Soap in plastic container
- Comb/brush
- Small towel/washcloth
- Nail clippers, Tweezers
- Shaving materials
- Feminine hygiene products
- Band-Aids
- Aspirin, multi-vitamins, anti-diarrhea medicine
- Insect repellent, Sunscreen (sunblocks adhere to the skin to create a barrier; insect repellents work by evaporation, so sunblock goes on first)
- Moist towlettes & small packets of tissues
Useful Websites
For packing tips: http://www.onebag.com/
For information on cell phones abroad: www.cellularabroad.com
For calling cards and phone plans: www.zaptel.com
For ID cards: www.isic.org, www.isecard.com, www.studentadvantage.com
For travel items: www.magellans.com, www.pac-safe.com, www.eaglecreek.com
For info on US Customs: http://www.howstuffworks.com/us-customs-service.htm and
This information compiled from University of Minnesota Learning Abroad Center and Williamson, W. Study Abroad 101. 2004. Agapy Publishing. | web | http://www.berry.edu/uploadedFiles/Website/Academics/Majors_and_Minors/International_Programs/_Assets/Documents/What_to_pack%5B1%5D.pdf | 0.510364 | {
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15. Disproof
True or false? To decide whether a statement is true or false, try doing some experiments to check.
In number theory: Try some sample numbers.
In set theory: Draw a Venn diagram.
For real variables: Use a graphing calculator (or sketch a graph).
Disproving an existence statement. To disprove ∃ x ∈ U . P (x), declare it ”FALSE”,
then formulate and prove its universally quantified negation:
Proposition. ∀ x ∈ U , ¬P (x).
Disproving a universally quantified statement. Disproving
∀ x∈ U , P (x
) means giving a constructive proof of its existentially quantified negation:
∃ x∈ U . ¬P(x).
There is a special format for this.
Counterexamples. First declare the statement "FALSE", then present the
counterexamplex, showingx∈ Uand¬P(
Counterexample should be concrete, and as simple as possible.
Counterexample to [∀ x ∈ U , P (x) ⇒ Q(x)] is x ∈ U with P (x) ∧¬Q(x).
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Appu
ldurcombe
G
odshill
and
Description A hilly walk with excellent landscape views. The walk passes the historic Appuldurcombe House, home of the Worsley family in 18 th century. It also passes Godshill Church, popularly known as The Church of the Lily Cross. Distance 5.1 miles Start Car park opposite The Griffin pub in Godshill. Access Information Some stiles and hilly sections. Many good tracks. Some lane and road walking. Refreshments Pubs: The Griffin and The Taverners as well as cafés and tea rooms in Godshill Toilets At public car park Internet All walks in this series can be downloaded from this website www.iowramblers. com/page44.htm or www.islandbuses.info/things-do/ rambles-bus/
Front cover Thatched cottages suround Godshill Church;
Inset bottom left
This page,inset top leftTomb of Sir James Worsley who died in 1538, and his wife
Inset rightThe Lily Cross Mural at Godshill Church
Freemantle Gate
Countryside Code Respect Protect Enjoy
Respect other people
* Consider the local community and other people enjoying the outdoors • Leave gates and property as you find them and follow paths unless wider access is available
Protect the natural environment
* Leave no trace of your visit and take your
* Keep dogs under effective control litter home
Enjoy the outdoors
* Plan ahead and be prepared • Follow advice and local signs
Appuldurcombe
Godshil
l
and
A circular walk taking in the grandeur of Appuldurcombe House and the hushed interior of All Saints Church at Godshill
Appu
ldurcombe
G
odshill
and
Tea rooms
Public house
Bus stop
Car park
Public footpaths
Walk route
Newport
Sandown
Ventnor
Ryde
Yarmouth
Freshwater
East Cowes
Cowes
Fishbourne
Key | web | https://www.iwight.com/azservices/documents/1376-Godshill-Appuldurcombe.pdf | 0.47787 | {
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Attitudes, Values and Peer Pressure 'Media Influence'
DRAFT Lesson Plan to meet 3rd-4th Level Curriculum for Excellence Health and Wellbeing Outcomes:
Planned Outcomes:
1. For participants to explore various advertising methods used by the tobacco Industry and learn how they target young people
2. For participants to explore various cigarette pack designs used by the tobacco Industry and learn how they target young people
3. For Participants will to express their views on tobacco marketing
4. For participants to understand the change in tobacco advertising laws and controls
Advanced Preparation Required:
* Select some advertising images and cigarette pack designs from the powerpoint presentation print off for the session
* Print out the tobacco industry quotes from the powerpoint presentation for the session
* Familairise yourself with the presentation on Tobacco advertising and young people
Please note there are no set timings for this activity to allow flexibility for delivery.
Set Ground Rules if appropriate, discuss these and ask group to agree. Record them on the flip chart for reference.
Safety – encourage young people to ask as many questions as they need to, and only to share information they feel ok with sharing.
Affirm that you will respect confidentiality and expect them all to do the same. The only exception to this is if you hear something that tells you a young person is in serious danger or experiencing abuse of any kind.
Develop my self worth, respect and respect for others
Understand that adults in my community have a responsibility to look after me, listen to my concerns and involve others where necessary
Discuss the power of advertisements using the ' CFE Advertising Presentation' powerpoint examples of old and new adverts from the internet that you can find.
Just before the tobacco advertising slide, place the adverts, industry quotes and examples of pack designs on tables around the room and ask the group to divide into smaller groups and each sit at a table.
Ask participants to discuss the following questions;
What is the advert trying to do? What messages does the advert give? Who do you think it is aimed at? Would it encourage you to use their brand? Should tobacco advertising be allowed? Do any of them shock you?
What about the laws surrounding advertising now? Should it be allowed or do you think it is right that it is banned?
Continue with the presentation focussing on discussion items where appropriate, such as;
Celebrities smoking – do you think endorsing smoking/tobacco is acceptable if you are a role model for young people? are they surprised by any of them who smoke? should they smoke in public? how do they think it makes them look?
Encourage young people to look at themselves as role models – e.g. younger brothers/sisters/cousins etc. what messages does their behaviour send to them?
Plain Packaging – is it a good idea? Do you think it might discourage young people to smoke? Would it make smoking look less glamorous?
CEC Substance Misuse Forward Plan
Understand how what I eat, how active I am and how decisions I make about my behaviour and relationships affect my physical and mental wellbeing
Reflect on my strengths and skills to help me make informed choices when planning my next steps
Active learning
Problem solving
Guided discovery
Individual/paired/groupwork
Critical skills
Formative assessment
Peer and self assessment
Personal learning planning
Highlight Assessment Strategies to be used:
Qualitiative data
People's views
Direct observation
Documentary evidence
Other:
Highlight Cross Curricular Potential:
Expressive Arts
Langugages
Mathematics
Religious and Moral Education
Sciences
Social Studies
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Positive Masculinity
After a quick online search of masculinity and its commonly related attributes, you’ll find yourself confronted with a list of associated words like toughness, ruggedness, vigour, and brawn. Even take a moment now to consider what images come to your own mind when you hear the word masculinity.
Upon deeper inspection, masculinity is a much broader and unrestricted term. In fact, masculinity is defined as a set of attitudes, practices, and behaviours that guide boys and men on how they should act within society.
Therefore, the idea of masculinity relating to the above list of words is something that we as a society have constructed historically, politically, and socially. When looking toward the future, this is somewhat of an advantage, as it means that we can shift such associations and change how we view masculinity.
Effects of Masculinity Norms
Not all men conform to the stereotypically associated norms of masculinity; data has shown that a majority of young men actually disagree with these held beliefs. However, those who do also report feeling a large amount of societal pressure to conform to them in public and suppress the parts of themselves they feel don’t fit into the status quo.
Research has shown this pressure can lead men to:
- Participate in riskier behaviours
- Have poorer mental health
- Be more distant as a parent
- Engage in online bullying
- Perpetrate sexual and/or domestic violence
- Use violence against other men.
Characteristics of Positive Masculinity
But what does positive masculinity and its characteristics even look like? The answer is actually quite simple: the characteristics that others value in all people and also the ones that they value in men. These can include:
- Emotional expression
- Vulnerability
- Authenticity
- Non-violence
- Respect.
If such changes can occur, it is expected that improvements will be seen across a range of areas. This includes men’s health and wellbeing, respectful and equal relationships, organisational values, safer social environments, and gender equality, as well as reductions in violence and increased social stability.
Supporting Positive Masculinity
In order for society to see these changes, guidance and support are required to offset the current societal view of masculinity to one more positive for men and society as a whole. Part of this includes creating a safe environment for men, and fostering an inclusive and non-judgemental space. Here are some steps you can take to support this change.
Encourage open dialogue and acceptance of different perspectives. Emphasise the importance of respecting others' views and experiences without judgement.
Raise awareness about harmful gender stereotypes that can negatively impact men's mental health and wellbeing. Encourage discussions on breaking free from societal expectations.
Create space for men to freely express their emotions without fear of being judged or labelled. Encourage conversations about mental health in the workplace and your personal life, and destigmatise seeking support when needed.
Encourage men to support and uplift each other. Facilitate group activities or workshops where men can connect, share experiences, and build meaningful relationships.
Address and challenge toxic masculinity norms that can lead to harmful behaviours or attitudes. Encourage healthy expressions of masculinity that promote respect, empathy, and emotional insight.
Share resources on men's mental health, wellbeing, and personal development. This can include books, articles, podcasts, or workshops focusing on self-improvement and self-care.
Final Words
Remember, creating a safe environment is an ongoing process that requires continuous effort and awareness. Remember that you are not alone; the journey towards positive masculinity is not a solitary one. Acacia and our team of highly experienced professionals are here to support you 24/7. | web | https://jmhfmv6eshv5-u1329.pressidiumcdn.com/wp-content/uploads/2023/11/Positive-Masculinity-Tip-Sheet.pdf | 0.487224 | {
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1
Maimon, Yehuda (Poldek) Born in 1924 in Krakow, Poland Joined the activists in the "Bricha" in 1945 Made Aliya on the "Wedgwood" in 1946 and joined the Palyam
This is the Way it Was
When I was born on February 2, 1924, I was named Leopold Wasserman. This was in the city of Krakow, Poland. I studied at the Hebrew Gymnasium and belonged to the Hatzofe Pioneer Youth Movement. During WW II, I was active in the underground youth movement "Akiva" in Krakow. As the war continued I joined an underground group called "HaChalutz HaLochem" (The Fighting Pioneer) that fought against the Nazis. I was arrested in 1943 in the course of my underground activity, and sent to the Montlopich prison in Krakow. I was there for a month, in the cell for prisoners sentenced to death, but was then sent with a group of other prisoners to the Auschwitz extermination camp. At the camp, I was conscripted by other political prisoners for the underground that worked within the camp (in 1996 I was given the "Auschwitz Cross" by the President of Poland). During the "Death March" of January, 1945, I managed to escape with other friends. In March, 1945, with the help of the Bricha and after a tortuous route, arrived in Bucharest Romania and went to work in the Bricha organization.
In Bucharest Abba Kovner organized the "NAKAM" (revenge) platoon, which I joined. In May 1945 I arrived in Italy and there, in addition to work in NAKAM I also worked in Aliya Bet activity. I got to know a number of the Palyamniks who were then in Italy. In June 1946, together with my wife-to-be, Aviva, we made Aliya on the "Wedgwood". On this voyage Berchik, the commander, put me in charge of water. We settled in Kibbutz Ein Hachoresh together with Abba Kovner, and were promised that we would be conscripted into the Palmach and after a while, would be sent to Europe to continue working there. This never happened.
I despaired of this after a while and joined the Palyam, as I had liked the fellows whom I had met in Italy. Even before I joined, they asked me to lecture at thei naval officers' course at the Technion. The lecture was entitled, "How to cross borders illegally in various countries of Europe". I had done this many times as a member of NAKAM. The Palyamniks who accompanied Ma'apilim on the vessels were very interested in hearing this subject. I participated in the course for small boat commanders at Sdot Yam, which was under the command of Yisrael Auerbach. About then, in April. 1948. David ben Gurion established the Navy.
I was sent from Sdot Yam to Tel Aviv. Headquarters had been set up in a school building. My job was to help Eliezer Wersh-Armon set up the supply department, together with Gingy, Arieh Weitzman, from Kibbutz Beit Hashita.
I stayed in the Navy for 14 years and filled different positions. My last one was as commander of "YACHSAN"(Central Storage Unit) and my rank when I retired, was that of Commander.
In 1963 I was loaned to the Prime Minister's office, to "Nativ" (an underground organization which aided Russian Jews in making Aliya), and was sent to Poland as First Secretary of our Embassy. In 1966, having completed my service there, I returned to the Navy. In 1968 I was again loaned to Nativ and sent to Vienna, Austria as a special envoy. My job was to facilitate the Aliya of the remaining Jews of Poland, and the start of Aliya of the Jews of Russia. This took several months and I then again returned to the Navy.
In May 1972 I retired from the Navy. I found a Swedish-Jewish investor who helped me set up a company in Haifa for metal construction called "Mechanomatics Inc." The company employed 60 workers and 7 engineers. Its main clients included those involved with defense and the aircraft industry. Among other things we also built a fishing boat and did other jobs connected with the sea.
In 1986 the factory was sold and I retired. Since then I volunteer in all kinds of public activity. I am the chairman of the adoption committee of the Navy, and of the army health center of the city of Haifa. In 1998 when the State was 50 years old, I was awarded the medal of Honorary Citizen of Haifa in gratitude of the work I have done for the city. | web | http://palyam.org/English/IS/Maimon_Yehuda.pdf | 0.488781 | {
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Tapping into Helium Reserves
For Prelims: Helium, Carbon footprint, Radioactive elements, Nuclear magnetic resonance (NMR)
For Mains: Significance of Helium Gas, Uses of Helium, Shortage of Helium.
Why in News?
Researchers propose a new model to tap into helium reserves to address shortage issues and a recent new study suggests that reservoirs of this gas, with no carbon footprint, likely exist in geological formations beneath the Earth.
The helium production process comes with a high carbon footprint as its production is related to drilled natural gas or oil.
What is the Proposed Model to Tap Helium Reserve?
The gas can be produced and stored in crystalline basement rocks, dense rocks that extend from the mantle to the near-surface or surface.
These rocks naturally contain uranium and thorium, both of which decay to form helium naturally.
These rocks are 30-40 kilometre thick. They have also existed for millions or billions of years, allowing large amounts of helium to be produced and stored.
Also, these rocks could also be a source of hydrogen. The model showed that energy generated from the radioactive decay of uranium and thorium could split water to form hydrogen.
What is the Significance of Helium Gas?
About:
Helium is a noble gas and has a closed-shell electronic configuration, making it stable and unreactive.
It has the lowest boiling and melting points of any element and exists only as a gas, except under extreme conditions.
Discovery of Helium:
Helium was first discovered in 1868 by French astronomer Jules Janssen and English astronomer Joseph Norman Lockyer, who observed a yellow spectral line in the light emitted by the sun during a solar eclipse.
Helium gets its name from the Greek word "helios," which means sun.
Sources and Extraction of Helium:
Helium is the second most abundant element in the universe, after hydrogen. However, it is relatively rare on Earth, with most of it being produced by the decay of radioactive elements in the Earth's crust.
Natural gas is the primary source of helium on Earth.
Helium is extracted from natural gas using a process called cryogenic distillation.
Reserves and Production:
Powered by TCPDF (www.tcpdf.org)
As of 2022, the reserves of helium in the United States has the largest reserves of helium globally followed by Algeria and Russia.
India's Rajmahal volcanic basin in Jharkhand is the storehouse of helium trapped for billions of years.
Uses of Helium:
Balloons and airships (because it is lighter than air and does not react chemically with other elements).
Industrial applications, including welding, cooling, and as a protective gas in the production of semiconductors and fiber optic cables.
In medical applications, such as magnetic resonance imaging (MRI), as a cooling agent for superconducting magnets.
It is also used in nuclear magnetic resonance (NMR) spectroscopy and as a carrier gas in gas chromatography.
Shortage of Helium:
There is currently a shortage of helium in the world, with demand outstripping supply.
The shortage is due to a variety of factors, including the shutdown of some helium plants, the increasing demand for helium in emerging economies, and the lack of new helium sources.
The shortage of helium has led to concerns about its use in balloons and airships, as well as its use in medical and industrial applications.
Conclusion
The proposed model for tapping into carbon-free helium reserves could provide a sustainable and cost-effective solution to the current helium shortage, with the added benefit of hydrogen production.
Source: DTE
PDF Refernece URL: https://www.drishtiias.com/printpdf/tapping-into-helium-reserves | web | https://www.drishtiias.com/pdf/1707063333.pdf | 0.42817 | {
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buddy - Colourful fun with window paintings
Colourful flowers, sunshine – bring the summer inside! Want to paint a beautiful field of flowers on the window? It's child's play with buddy coloured pencils, which deliver outstanding coverage and vibrant colours not just on paper, but on glass as well. Window paintings will brighten up any room and give you an even more lovely view! They also make a great backdrop for children's play. buddys are a good chunky size, break-resistant and comfortable to hold. So even young beginners can become great artists!
Step-by-step tutorial
2
Now your young artists can colour in the shapes. It's easiest for them to start with the bigger areas, such as the flower.
1
To start with, draw the outline of your design onto the window: a sun, some flowers, clouds and a few blades of glass. Of course, you can add other elements to this – there are no limits on the imagination!
3
But buddy coloured pencils are great for creating smaller details as well as colouring larger areas.
4
Children can be as creative as they like colouring in the sun – waves, stripes, ribbons, curls etc. will all make the sun shine.
5
Window art will make any view even more lovely and also makes a great backdrop for home-made FIMO figures or other toys.
Tip: The painting can be easily removed with some window cleaner and a cloth. Just spray the cleaner onto the painting and wipe away with the cloth. So the windows can be re painted whenever and however you like. How about Father Christmas in winter? Or the Easter bunny in April?
Material overview
You will also need: window cleaner, cloth, toy figures (e.g. home-made from FIMO kids modelling clay) | web | https://www.staedtler.com/intl/en/discover/buddy-colourful-fun-with-window-paintings.pdf | 0.421746 | {
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What is Renal Calculi?
Renal Calculi also known as kidney stones are formed when substances like calcium, oxalate, uric acid, phosphate, etc that are present in the urine, crystallize on the inner surfaces of the kidney or the ureters. Generally, the occurrence is more common in men than in women. Risk factors for causation of stones are genetic, obesity, less water and fluid intake, and other environmental factors like hot climate. Most common constituents of kidney stones are calcium oxalates (75%) and urates or phosphates. Uric acid stones are more common in individuals with gout.
DISCLAIMER
This document is for information purpose only. It acts as a basic guideline for Renal Calculi. For specific and individual dietary advice and meal plans, please consult a qualified dietitian/nutritionist.
Dietary treatment guidelines
Stay Hydrated – Drink plenty of fluids like plain water, lemon water, coconut water, buttermilk, fruit juices, vegetable soups so as to ensure urine output > 2 litres per day.
Step up your Vitamin C intake – Incorporate citrus fruits - lemon, orange, musambi, in your diet as citrates in natural form, and not supplements, have a protective role in prevention of crystal formation.
Limit Salt intake – High sodium foods like table salt, papad, pickles, cheese, salt biscuits, namkeens, etc need to be restricted as increased sodium levels promote calcium build up in urine. Check labels on packaged and processed foods. Discourage the habit of eating packaged foods.
Lower Animal Protein - Lower the intake of red meat, chicken and fish if hyperuricemia is present. Consumption of plant-based proteins is better to control uric acid, except those foods that are high in purine like whole pulses and peanuts.
Consume natural calcium rich foods – It is better to get your calcium from natural food sources like milk, paneer, curd, tofu, cheese, egg, and green leafy vegetables, rather than from supplements. If dietary calcium intake is less, oxalates may rise thereby increasing the risk of stone formation.
Restrict oxalate rich foods – It is advisable to restrict foods rich in oxalates – strong tea, coffee, cocoa, chocolates, nuts - almonds, cashew nut, groundnut, gingelly seed, poppy seed, spinach, tomato, lady’s finger, custard apple, soybeans, etc for preventing oxalate stones.
Avoid carbonated drinks – These are high in sugar providing empty calories and high in phosphates which increase the risk of kidney stone formation.
Restrict Alcohol – Alcohol dehydrates the body thereby decreasing the urine output.
Reduce weight - Reduce your weight if obese, preferably maintain your BMI<23kg/m2.
It is advisable to restrict foods according to the type of stone formed. Develop the habit of drinking ample fluids so as to prevent stone formation. Other comorbidities like diabetes, hypertension, chronic kidney disease may exist which need to be addressed along with the renal calculi. | web | http://idaindia.com/wp-content/uploads/2018/11/Renal-Calculi-min.pdf | 0.441062 | {
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**Entered Service:** 2238. *Pioneer*-class starships were retired from service after 2275.
**Overview:** The first of what would become the *Pioneer*-class was built out of the hull of an unfinished *Einstein*-class vessel and used to test the warp engine planned for the *Constitution*-class. Both the reactor and the “*Pioneer*” acquitted themselves well, so the ship was finished and continued to serve Starfleet, performing odd tasks: investigated previously discovered stellar phenomena, delivering medical supplies, transporting colonists, and performing diplomatic functions for Federation members. While *Constitution*-class vessels were notably larger and out-performed *Pioneer*-class ships in nearly every metric, they also consumed significantly more resources to construct. Starfleet estimated that by the mid-2260s they would be lucky to have ten *Constitution*-class starships; less than one per sector of the Federation. It was decided that the *U.S.S. Pioneer* would serve as the basis for a utility starship, one designed for operating inside the Federation rather than at the borders of known space. This proved oddly prescient, as following the devastating losses of the Federation-Klingon War of 2256, Starfleet needed ships that could be rapidly and efficiently constructed. Whenever a *Constitution*-class vessel was too far away or too busy for a mission, a *Pioneer*-class was sent instead. The *Pioneer*-class was often assigned to accompany larger vessels, but the frigate’s size and crew complement limited the duration of such missions. Initially, some captains were dismissive of *Pioneers*, calling them the “*Frankenstein*-class” due to their hodgepodge origin, or being critical of their crew, who often failed to qualify for positions on *Constitution* vessels. However, during the lifespan of the class, *Pioneers* developed a reputation for efficiency and reliability, becoming the workhorses of Starfleet. Many new captains received their first command on *Pioneer* vessels, and retained a strong nostalgia for the vessels even after they ascended to the admiralty. When Starfleet decided to retire the *Pioneers* rather than refit them like the *Constitutions*, there was surprising pushback.
**Capabilities:** The *Pioneer*-class bears a passing resemblance to *Einstein*-class vessels, save it has two warp nacelle extending from a cylindrical substructure jutting from the aft of the saucer section. While the single engine was sufficient for warp 5 speeds and could theoretically have functions for warp 7, after several *Einstein*-class ships were lost following damage to a nacelle, it was decided the redundancy of a second nacelle was desirable. The secondary hull was located beneath the saucer section, housing main engineering, twin navigational deflectors, and the sensor controls. A cylindrical subsection running between the bridge connects to the nacelle pylons and ends with the ship’s small shuttlebay. While the ship was capable of reaching warp 7, it was not designed to maintain those speeds for long, and typically traveled at a cruising speed of warp 4. It retained the larger reactor of the *Constitution*-class, and had surprising power output for a ship of its size. The class was only superficially armed and had only three phaser banks. Initially the class lacked torpedoes, but two torpedo launchers were added to the design shortly into its lifespan.
**SYSTEMS**
- **COMMS**: 08
- **ENGINES**: 07
- **STRUCTURE**: 08
- **COMPUTERS**: 07
- **SENSORS**: 08
- **WEAPONS**: 07
**DEPARTMENTS**
- **COMMAND**: —
- **SECURITY**: —
- **SCIENCE**: +1
- **CONN**: —
- **ENGINEERING**: +1
- **MEDICINE**: +1
**SCALE:** 3
**WEAPONRY:**
- Phaser Banks
- Photon Torpedoes
- Tractor Beam (Strength 2)
**TALENTS**
*Pioneer*-class starships have the following Talents:
- Improved Hull Integrity
- Improved Power Systems | web | https://continuingmissionsta.com/wp-content/uploads/2021/09/pioneer-Black.pdf | 0.484041 | {
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Watt's Happening?
for Peace Energy Renewable Energy Cooperative www.peaceenergy.ca ph [REDACTED_PHONE]
by Don Pettit
Electric Cars: do they make cents?
Ernie Freeman of Fort St. John is the proud owner of an all-electric Nissan Leaf. Here he is charging it from the solar array at the Peace
Energy Co-op office in Dawson Creek: a zeroemission car powered with sunlight. Pretty cool, and a beautiful vehicle too.
The future of transportation will be electric. Partly for environmental reasons, but mostly because electric vehicles will have better performance, be cheaper to run and cheaper to maintain.
CHEAPER TO RUN
A detailed analysis at the U. of California, Berkeley, shows that mass-produced electric vehicles with advanced lithium-ion or nickel metal-hydride batteries (like those now being used) have a full lifetime cost per mile (including battery replacements) that competes with a gasoline vehicle when gas sells for more than $2 a gallon.
Gas around the Peace Country is currently selling for about $1.25 per litre, or $5 per gallon. If you drive 50 miles a day in a vehicle that gets 30 mpg, it will cost you $3,000 per year in fuel, and you will create 10 tons of greenhouse gasses each year.
First let's remember that today's electric vehicle (EV) is primitive compared to what's just around the corner, and still expensive to purchase. But that's changing quickly: as mass production ramps up, prices are plunging, just like the sudden price decrease we have seen with solar power. But even now, electric powered cars and trucks can make both environmental and economic sense.
An EV will cost $320 for the year at 8 cents per kilowatt hour (roughly our local rate), and will make zero carbon pollution. Plug it into your own roof-top solar array, and it won't cost anything to charge it up at all.
And that's where we're heading: all-electric, zero-carbon transportation, charged by renewable energy sources like wind and solar power. It's now achievable, and whether you like it or not, that's where the world is heading as quickly as it can. Brace yourself!
BETTER FOR MOTHER EARTH
But in the meantime, do electric vehicles make environmental sense? After all, an awful lot of electricity is still generated by burning fossil fuels.
All-electric vehicles are also cheaper and easier to maintain. Electrics have no transmission, no spark plugs, no pistons, no starter, no cooling system, no exhaust system, no more "changing the oil." And if burning rubber is your thing, an electric vehicle will have acceleration to die for: zero to full rpm in a fraction of a second.
Well, the good news is, yes. The U. of California study shows that an all-electric fleet in the U.S. would reduce overall carbon emissions nationally by 42%. That's a lot, even now, using fossil-fuel electricity.
the winter too, don't they?
EV charging stations are quick and easy to install, and EV range continues to increase every year. It won't be long before "range anxiety" will be a distant memory. At that point (perhaps 5-10 years from now?) the internal combustion engine will be obsolete.
SUPER EFFICIENT
Only about 15 to 20 percent of the energy in a gallon of gasoline is actually converted into motive power in a gas-powered vehicle. The rest is gobbled up by friction (especially the transmission), radiated as waste heat, and spewed out the tailpipe as poisonous pollution.
Plug your EV into the solar array on your roof and you also avoid all those nasty up-stream fuel-related efficiency losses and costs. Then the total energy efficiency of electric transportation jumps right off the scale, and the cost of fuel and maintenance drop almost to zero.
The battery discharge/charge efficiency of a modern battery, on the other hand, is 80 to 95 percent, and electric motors are at least 90 percent efficient. That makes an electric car 4 to 5 times more energy efficient than a gas-powered one.
For the north, EVs feature instant electric heat, instant winter starts and remote start built in via your iPhone (there's an app for that!). Existing battery tech does show mileage loss in the winter, as more juice is used to heat the interior and keep the batteries cozy, but then again, diesel and gas engines lose mileage in
Right now, fossil fuels are king. It's all we know. But soon, very soon, that gas-guzzling monster you drive will seem outdated, noisy, dangerous, sluggish, and absurdly expensive to run and maintain. The change is on its way, and it will be better for our stressed-out planet Earth . . . and better for our pocket books too.
Quick Fact: Ontario announces weeping climate action plan
The Ontario government has announced a plan to spend more than $7 billion over four years to slash the province's carbon footprint. Highlights include: $3.8 billion to help retrofit buildings and move them off of natural gas heat; $285 million for EV incentives (including up to $14,000 rebate per car and up to $1000 to install a home charging system); $280 million to help school boards and trucking companies buy electric and lower-carbon vehicles; $200 million for more cycling infrastructure; $375 million for more clean-tech research; $1.2 billion to help industry to cut emissions and become more energy efficient, and $174 million to make the government carbon neutral. Still under revision but to be released soon, the many programs will be paid for by Ontario's upcoming cap-and-trade system. | web | https://peaceenergy.ca/wp-content/uploads/2016/05/Watts82-Electric-Cars-do-they-make-sense_.pdf | 0.491873 | {
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MELINA'S SUMMER PROGRAMME 2022
ARKKI
June 20
th
– July 22
nd
JUNIOR PRE-KINDERGARTEN
Campus: Melina's Kindergarten 3
Kifisisas Av. 335 & Spartis 6– Kifissia (entrance: Spartis 6)
Contact: 210 – 620 0280 / [REDACTED_EMAIL]
Melina's Summer Programme will run from June 20 th until July 22 nd . Our Junior Pre-Kindergarten students will have the opportunity to spend five weeks filled with both fun and educational activities. Our daily programme will run from 9:00am to 2:30pm. An enthusiastic group of teachers, have created an enriching programme in an inspiring and safe environment.
Every week the Junior Pre-Kindergarten students will focus on a different Theme; "Under the Sea; Camping; Travelling; Space and Beach." Special days have been arranged during the course of the programme. On Wednesdays we will have our "COLOR" days. On those days, we encourage the students to wear something yellow, red, green, blue and orange depending on the week. The children will have Arts and Crafts activities as well as puppet theatre, role play etc. related to the topic of the week. Every Friday, the Junior Pre-Kindergarten students will spend some time in our kitchen where they will have the opportunity to "Kinder-Cook". Optional swimming classes will take place at OAKA on Thursdays. Water Games will take place during the course of the program.
Melina's 3: Kifissias Avenue 335 & Spartis 6, 145 61 Kifissia, Greece. Tel.: [REDACTED_PHONE]
Melina's 4: Harilaou Trikoupi 34 & Mavromichali 2, 145 62 Kifissia, Greece. Tel.: [REDACTED_PHONE]
www.melinaskindergarten.gr•[REDACTED_EMAIL]
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CONTENTS
CHEMISTRY
BIOLOGY
ENERGY AND ELECTRICITY
GENERATING ELECTRICITY
Electricity has to be up there as mankind's favourite energy source. It's easy to work with and we can use it to power all kinds of machines and processes. However, naturally occurring electricity is rare and unpredictable – harnessing lightning strikes isn't really a practical option, for example. So we generate our electricity by converting other, more easily obtainable, energy sources.
Natural Energy Sources
Our world is replete with many different potential sources of energy, which we can convert into our preferred form – electricity. Some of them are sustainable – we can keep on using them indefinitely; others aren't – we'll use them up eventually and they won't get replaced.
Fossil fuels are coal, natural gas and oil. They are called
fossil fuels because they are the compressed remains of ancient forests (coal) or tiny sea animals (gas and oil), squashed up and broken down into carbon-based compounds which burn readily, releasing heat. They are not sustainable because the conditions that produced them no longer exist. Also, burning them releases extra carbon dioxide and other unwelcome gases into Earth's atmosphere, contributing to global warming. Despite that, about 75% of the electricity used in the UK comes from power stations that burn fossil fuels, though alternative sources are becoming more and more widely used.
Wind power is a sustainable source of energy. Large wind turbines, like giant futuristic windmills, are sited in exposed places with strong prevailing winds. The wind turns the turbine's blades, and this kinetic (moving) energy is captured. No pollutants are produced, but wind farms can be unsightly, noisy and dangerous to birds.
Nuclear power is generated by breaking up atoms of plutonium and uranium. When nuclei of atoms from these two elements are battered with particles called neutrons, they release heat energy. Inside the nuclear reactor of a nuclear power station, this process (nuclear fission) is initiated and controlled, and the energy harnessed. The process doesn't release toxic gases, but the waste it generates is dangerous. Nuclear fuel is non-sustainable, and an accident at a nuclear power station could have very far-reaching and disastrous consequences.
E=mc 2
Bet you weren't expecting to see this quite so soon. This most famous formula, from Einstein's Theory of Special Relativity and first proposed in 1905, is not as scary as you might think, however. It just means that matter (any kind of physical substance – like rock, a star, a bar of chocolate or your cat) and energy are different versions of the same thing. This comes into play in nuclear fission: the products of the fission reaction together weigh slightly less than the original fission material because the 'missing mass' has been converted into energy.
```
E = energy m = mass (measured in grams and kilograms) c = the speed of light (which is a constant, i.e. it doesn't change no matter what)
```
The formula shows us how much energy is stored in a quantity of matter. The main points to understand from this are that a) matter is a kind of energy, and b) energy doesn't go anywhere. You can't add new energy to the universe and you can't take any away, but you can change it from one form to another. What this has to do with generating electricity is | web | http://www.mombooks.com/wp-content/uploads/I-Used-to-Know-That-Science.pdf | 0.49995 | {
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http://fff.org
The Tragedy of the Public Schools Continues
Author :
Sheldon Richman
Judging from the newspapers, it's been a rough time for the public schools. Control of the Washington, D.C., schools was taken away from the elected school board by an financial oversight body set up by Congress and turned over to a new board of trustees. At the same time, the superintendent was fired and replaced by a retired general. In New York City, the board of education revealed that only 43 percent of its $8.2 billion budget ends up in the classroom.
Meanwhile, another international study showed that American students are behind many other nations in math and science, despite more homework and classroom time.
Excuse me, but is reality trying to tell us something?
The D.C. schools spend over $9,000 per student. Yet they are among the worst in the nation. They are so bad that Stephen D. Harlan, vice chairman of the congressional financial control board, said they have fostered "educational child abuse." The board gave the school leadership "an absolute F." Pretty strong language.
Superintendent Franklin L. Smith was dismissed because, according to the financial control board, while the classrooms are short on textbooks and the schools are dangerous, his bureaucracy was bloated. After Smith's tenure, and despite one of the highest per-pupil expenditures in the country, test scores are down, the dropout rate is high, the buildings are falling apart, and the management policies are just plain bad. The district spent more on the superintendent's office than Fairfax County, Virginia, and Montgomery County and Baltimore, Maryland, combined. More egregious, the longer a student remains in the district's schools, the less likely he is to succeed.
The case of New York City is apparently not unusual. Michael Casserly, executive director of the Council of Great City Schools, which includes the nation's largest school districts, says other large urban school districts spend as little as New York does on the children, if that's any comfort to the parents of the city. It seems that bureaucracies act like bureaucracies even when they claim to be educating children. Surprise!
The latest international study in which American students did poorly was the largest and most elaborate ever. It was conducted by the U.S. Department of Education. Students from five nations handily beat students from the United States in math and science: Japan, Korea, Singapore, the Czech Republic, and Hungary. American students were roughly even with German and English students.
What's all this mean? It means that American taxpayers are paying a lot of money and getting precious little in return. And maybe that's the problem: the schools are financed by the taxpayers. Taxpayers have no choice. They must pay or they are punished. But that means the
1 / 2
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The Future of Freedom Foundation
http://fff.org schools have a guaranteed flow of revenue. Who expects someone whose income is guaranteed to care about quality or to be responsive to customers? If someone expected that of a private business, people would laugh. I don't understand why people aren't laughing at the nation's school systems. Maybe they are too busy crying.
The government schools are a virtual monopoly with a lock on the public treasury. We should be surprised if they perform well. That people are generally satisfied with their own children's schools simply means their standards have been systematically lowered over the years.
What's the alternative? Many critics of government schooling say parents ought to be issued vouchers so they can choose private schools and introduce some competition into the system. The rather stark danger of that well-intentioned proposal is that it will let the government impose rules on the private schools and make them more like its own schools. Early in the century, English fabian socialists such as George Bernard Shaw favored government subsidies to private schools precisely to permit their regulation into conformity with so-called public purposes. Voucher advocates may intend to prevent such regulation, but it is hard to believe that a program that transfers "public money" to private schools won't impose conditions. That would be a rare program indeed.
Another problem with the voucher plan is that it leaves unchallenged the principle at the foundation of government schooling, America's first welfare program. The system imposes this dubious bargain on parents: Your children's education will be paid for by the state, regardless of your means, and in return the state will make the big decisions about their education."
The subtle message for parents is that they need not make education part of the decision about how many children to have. To that extent, public schooling fosters parental irresponsibility. Vouchers would modify the bargain slightly by letting parents have some choice about which school to send their children to. But as noted already, that choice will be more apparent than real.
There is only one true way to improve education and return to parents full freedom and responsibility for raising their children: separation of school and state. That would require repeal of school taxes, compulsory-attendance laws, and curriculum controls. It would mean treating education the same way we treat religion. However drastic that may sound-it actually harks back to an earlier, more literate time in America-only full separation will replace the dead hand of bureaucracy with the vibrant innovation of entrepreneurship and the invigorating tonic of freedom and self-responsibility.
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FICTION BOOK REPORT
Your Name: Nick
Date: Jan 21
Name of the Book: How to Speak Dragonese - How to Train Your Dragon #3
Author: Cressida Cowell
Reading Level of the Book: 6.8
Protagonist (Good): Hiccup (main), Fishlegs (main), Camicazi (minor), Ziggerastica (main), and Toothless (main dragon).
Setting (Where the story takes place): Isle of Berk (main), Camp Sinister (main), and the seas (minor).
Initial Action (Early event that gets you interested in the story): Hiccup and his best friend, Fishlegs are out in the stormy ocean, practicing how to board a peacable fishing boat as one of their lesson in the viking training program… But then they board the wrong ship… ROMANS...
Antagonist (Bad): Alvin (main), Vikings (main), SHARKWORMS (minor), and The Venomous Vorpent (very minor).
Conflict (Problem):
1. In the Viking Training Program, Hiccup and Fishlegs are instructed to board a peacable fishing boat. But Hiccup and Fishlegs accidently board a Roman ship and save a TINY little dragon name ziggerastica who will give them one sort of "wish", or you can say " help them once at any time."
2. They overhear the Romanssecret plan… TO STEAL EVERY SINGLE DRAGON ON BERK!!!
3. The Romans take Hiccup and Fishlegs because their master said he is skinny and the type of person that would be look over in a crowd. Since Hiccup and Fishlegs are both skinny, they took them both. (Hiccup is the heir of his tribe)
4. Hiccup and Fishlegs are thrown into a dungeon with the heir of the other tribe. Her name is Camicazi. They are supposed to practice for the circus where the Romans will watch them die. On the day of the circus, Hiccup, Fishlegs, and Camicazi are thrown into a pit of SHARKWORMS! (SHARKWORMS are no laughing matter)
5. At home the two different tribes are almost starting war when…
Resolution: (How the problem is solved):
1. They escape back onto their boat in the nick of time.
2. When Fishlegs and Hiccup get home, they find the Romans disguised as another tribe. And according to the plan, the Romans were supposed to steal the heir of their tribe (disguised as the other tribe) to start a war. That way, they can steal they dragons with ease. So, Hiccup and Fishlegs know what to do.
3./4. Hiccup asks Ziggerastica and his army to lift him in the air and make him look like a god. Since Ziggerastica and his army are so TINY, everybody thinks he's a god so they let Camicazi, Hiccup, Fishlegs go.
5. … When Hiccup, Camicazi, and Fishlegs tell what really happened and set peace in between the two tribes. Then everybody is happy…
Highlight One: This book was . . . easy,just right, or challenging . . . for me to read.
Did you submit an online reader's log for this book? (yes or no): Yes | web | https://www.kenderby.com/uploads/2/1/0/9/21090076/book_report_fiction_by_nick.pdf | 0.424655 | {
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Little Fledglings/ Cygnets (Pre-school/ Reception) Autumn 2 2021
Enchanted Woodland
Literacy
See separate plan. This term we will be enjoying a range of books with a woodland animal theme. We will look at the Percy the Park Keeper series as well as others like 'Bear snores on' and 'Bear stays up.'
We will retell stories through role-play, puppets and small world. Phonics and spelling: see separate plan.
Mathematics
See separate plan. We will be following White Rose Maths. Alongside this will be weekly challenges within class where we can apply our maths knowledge.
Understanding of the world
We will begin to understand the world around us through exploring the woodland environment and the animals that live in it. We will begin to understand the effect of the changing seasons on the plants and animals.
In RE we will learn to recognise that people have different beliefs and celebrate special times in different ways.
Personal, social and emotional
Through celebrations in RE we will develop the ability of the children to see themselves as a valuable individual.
Physical development
We will be using a range of sensory activities to explore the woodland environment.
Miss Loomes will be teaching dance linked to our topic and the time of year: fireworks, winter and animals.
If you go down to the woods today, you're in for a BIG surprise. Foxes and badgers, voles and mice, beady eyed owls in the swaying tree tops. Beneath the leaves are tiny footprints – animal or imp? You decide. Deciduous or evergreen? Can you match a leaf to its tree? Can you match a petal to its flower? Let's build a den, stick by stick and branch by branch.
Communication and language
We will be listening to a range of stories and rhymes, responding to them with comments and actions. In role play we can dress up as different characters and act out the stories using words and phrases we have heard when read stories.
Expressive arts and design
We will be using a range of natural materials, such as straw, wool, twigs, sticks, pebbles, pine cones and leaves, to create transient art. For inspiration, look at the work of the artist, Andy Goldsworthy, describing what they like or find interesting about
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February 2018
Festival Awareness Month
The month of February we will be learning about diverse festival and how the different cultures celebrate them. At Kidz Club the children will set out to discover more about the different cultures around them. We endeavour to find out not only the differences but common threads that together weave the fabric of what it is to be Australian. February also marks Chinese New Year, Year of Dog we wish all our families celebrating this event a prosperous New Year!
Blossoming Butterflies
Learning about the world we live in.
Terrific Turtles
- Collage using natural resources
- Celebrating the diverse culture in our community eg., different arts and crafts
- Photos of different countries and discuss with the children about their culture
- Venetians Masks– collage resource
- Reading cultural diverse books
- Make Chinese lanterns - to celebrate Chinese New Year
- Reading books and singing songs on culture diversity
- Number recognition 1 - 10, through art and queue cards, stamping and art experiences
- Tracing Numbers
- Role play with cultural puppets/dolls
- Ipad educational cultural program
Keen Kittens
Through children interests the Kindy Room will be learning "All about me"
Interactive Experiences
- Jolly phonics - Extending on our sounds and begin to sound out words
- Dramatic play using Emotion cards - building on children's trust and social well being
- World map - Helping to put up our photos on the world map where our families come from
- All about me posters to encourage self identity, to be aware that everyone is different
- Feeling paintings—encourage children to paint what they are feeling
- Look at Ricky Resilience from the "You can do it" program
- Chinese New Year Bingo game, matching to encourage hand and eye co-ordination and memory.
EYLF Learning Outcomes
1. Children have a strong sense of Identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are Confident and Involved Learners.
5. Children are Effective Communicators.
- Monkey masks - Encourage imagination and creativity for Chinese New Year the year of the monkey.
- Practise learning Kaurna - aware of the first people on the land.
Special Calendar Dates
New Zealand (Waitangi) Day Celebrations - 6th Winter Olympics 9th—25th February Valentines' Day-14th Chinese New Year / 16th Feb - 2nd March (Year of the
Adelaide Fringe Festival 16th Feb - 18th March
Special Events & Performances
Wheelie Kids motorized bike on Thursday 1st February @ 11am
Mechanical Animals on Tuesday 6th February @ 10.30am
Big Tops and Tiny Tots, interactive show performs fantastic circus tricks on 20th February @ 11am
Dance Along—Chinese Show on Wednesday 28th @ 10.30am | web | http://kidzclub.com.au/index.php?gf-download=2018%2F02%2FFebruary-20182.pdf&form-id=2&field-id=3&hash=5781f4bd8ab7932fc1c1a86e48056e38049160d7b85ee15f7b312a2c5dc142c1 | 0.485664 | {
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This is a two hour exam. It contains two fact patterns and one cartoon with questions related to each fact pattern and the cartoon. The amount of time allocated will reflect the approximate credit for each question.
This exam is open book and may be taken only in rooms assigned for taking the exam. The exam is governed by the Honor Code. If you believe additional information is needed to analyze any question, state what you think is needed and why it makes a difference.
Read, think, and organize before you write or type your answers!
WRITE YOUR EXAM NUMBER ON EACH PAGE OF YOUR ANSWERS AND ON THE COVER OF THIS EXAM. YOU MUST RETURN BOTH THE EXAM AND THE ANSWER SHEETS (OR DISK) TO RECEIVE CREDIT FOR THE COURSE.
GOOD LUCK AND HAVE A WONDERFUL SUMMER!
On April 25, 2006, *The New York Times* carried an article by C.J. Chivers, an edited version of which appears below:
BESLAN, RUSSIA—Three former police supervisors in the Beslan district police station are accused of criminal negligence in failing to take adequate steps to protect School No. 1, which was seized by members of a Chechen militant group [CMG] in the fall of 2004. School No. 1 is almost next door to the police station. But the police officers under the supervisors' command took no evident steps to thwart the terrorists, an armed band in masks that passed unchallenged along local roads and found the school guarded by a lone policewoman, who had no gun.
The siege began on Sept. 1, 2004, when at least 32 militants herded an outdoor student assembly into the school's gym and promptly converted it into an impromptu jail rigged with bombs. The crisis ended in explosions, gunfire and flames on Sept. 3, when a chaotic battle erupted after two blasts shook the gym. Three hundred thirty-one people died, including 186 children. All but one of the militants were killed.
Federal prosecutors claim that in late August 2004, the police department received a written order from the region's Interior Ministry, warning of possible terrorist acts and instructing the police to increase security on roads and at schools. During the siege, both the federal and regional governments insisted that only 354 hostages had been taken, about one-third of the real number, and that misinformation undercut proper planning for the rescue attempt and medical attention during the battle. Even by Sept. 3, few ambulances had been posted near the school. As a result, hundreds of injured hostages who stumbled free or were carried out during the battle did not receive first aid until they were driven to the hospital in private cars.
As the battle intensified, Russian soldiers and special forces commandos fired indiscriminately into the school with high-powered weapons, including shoulder-fired rockets and tank shells. Fire trucks arrived late, and did not start putting out flames in the gym until most of its roof had collapsed, pinning injured hostages beneath burning plastic and wood. Moreover, multiple command centers were established, leaving it unclear to this day who was actually in charge.
Survivors and families of the victims also say that Russian officials, following Mr. Putin's instructions, negotiated only halfheartedly with the militants, enraging them, endangering the hostages and making the violent end more likely. "Only negotiations could have stopped it," said a retired police colonel, "Not these three men." He said that a police counterattack against the masked gunmen in the first minutes was out of the question. The militants were mingled with the children and it was too dangerous to start a gun battle.
1. Assume that the foregoing events happened in Columbine, Colorado, USA rather than Breslan, Russia. Discuss whether the US military would be responsible if it had played the role of the Russian federal authorities. (15 minutes)
2. In the Columbine, Colorado version of the story, discuss whether the surviving CMG member could be tried by a military tribunal. (10 minutes)
3. In the Columbine version of the story, assume that, on August 1, 2004, Secretary of State Rice placed CMG on the State Department's list of terrorist organizations. Assume further that CMG had an account at State Bank of Maryland, that Joe Clueless donated $2000 to CMG on August 7, and that his check was promptly deposited in CMG’s account. Joe was clueless; he thought CMG was a charitable organization. A large withdrawal on August 24, 2004, a week before the siege was used by CMG members to purchase weaponry used in the siege. Discuss antiterrorism law exposure of the State Bank of Maryland and/or Joe Clueless. (20 minutes)
II.
(45 Minutes)
In late 2006, the United Nations imposed sanctions on Iran for continuing to pursue uranium enrichment suitable for use in nuclear weaponry. On July 7, 2007, an 8-man U.S. Special Forces team infiltrates Iran under cover of darkness. They are dressed in local garb, converse solely in Farsi, and quickly make their way to the largest nuclear reactor site in Iran, where the Iranians are completing their first nuclear weapon. After destroying the site with explosives, the team quickly heads for the border with Iraq. Hearing sounds of pursuit, the team separates; 3 head northwest and 5 continue heading due west. The 5 man group is soon captured by Iranian troops. The team leader, a major, is executed on the spot by the Iranians, and the remaining four men -- a lieutenant and two sergeants -- are bound, gagged and transported in the back of a van to an unidentified location. There they are stripped, shackled and kept in the dark, in separate cells with loud recordings of the Koran booming out of speakers non-stop and no way to communicate with each other. They are fed a small meal of a bowl of rice and a cup of water once a day. For the next 5 days, the following pattern recurs: the recordings stop, one man is taken out of his cell, and the others hear the sounds of beatings, dogs growling, and screams. Each time, the captors ask over and over, "where are the other three men? Where are they hiding? Where are they planning to cross the border?" This happens 4 times each day -- once for each man. Somehow, the four men manage to escape to Iraq and the nearest US base. Medical personnel examine them and find that they are tired, hungry, and mildly dehydrated -- but find no evidence of injuries or beatings.
1. Did Iran violate international law? (30 minutes)
2. What legal recourse, if any, do the four men and the US have against Iran? (15 minutes)
Comment on this cartoon, referencing materials you have studied in this course. | web | http://library.law.emory.edu/_includes/documents/past-exams/shanor-terrorism-and-the-law-final-exam-spring-2006.pdf | 0.491496 | {
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